Developing Anti Racist Practices In The Helping Professions Inclusive Theory Pedagogy And Application

This book provides an interdisciplinary structure to critique existing approaches that have failed to eradicate systemic inequalities across helping professions. This timely contribution offers helping professionals sought after resources that many are clamoring for to improve their practice, their pedagogical stance, and their knowledge as it relates to antiracism and antiracist approaches. This collection of chapters that cover antiracist research, theory and practice approaches is in direct response to Kendi’s (2019) call to action to examine and revise institutional policies and practices to become antiracist. Collectively this book advances existing research and resources by providing interdisciplinary strategies for helping professionals to engage in antiracism through critical evaluation of research, practice, and policies. Doing so empowers helping professionals across disciplines to employ antiracist strategies that deconstruct and dismantle racism embedded within the foundational origins, professional standards, and disciplinary practices of helping professions while simultaneously merging research, practice, and advocacy that employs antiracist practices.

The “ideal” 21st century public school teacher has a keen understanding of the racialized history of education and has already taken a critical stance regarding that history. This teacher is a changemaker and able to create classroom conditions that enable all children and youth to be changemakers as well. In order to assist teachers to become this ideal educator, antiracist professional development must be undertaken. Antiracist professional development has as its goal the transformation of teachers for the eventual transformation of classroom environments, instruction, and curricula to provide for equitable and inclusive educational experiences, particularly for students of color. Unfortunately, such transformative teacher professional development has been in short supply in the age of high-stakes standardized testing and the deprofessionalization of the teaching profession. Antiracist Professional Development for In-Service Teachers: Emerging Research and Opportunities is a crucial reference book that addresses the historical, sociological, and pedagogical background concerning racial issues in education. It proposes an antiracist model for professional development as a tool for transforming schools and teachers to be critically sensitive changemakers. Drawing upon more than 20 years of developing a transformative teaching master’s program, the book includes data from the authors’ national survey of teacher professional development, assignment examples, teacher work products, and the authors’ self-critique/reflections on their efforts to support teachers in transforming their practice. The book also presents the voices of P-12 teachers, including those who thought that they already “knew it all,” the new teacher at a punitive public charter school with high turnover, teachers who took leadership within the school and in the larger community, and teachers who significantly changed their classroom practice for the long-term. Moreover, the authors offer policy recommendations for teacher professional development experiences that meet the needs of all teachers; experiences that provide support for teachers’ professional growth, that have an immediate impact on student learning, and that create the conditions for school communities to work together as changemakers. It includes an epilogue that considers the urgency of these issues as were revealed by the 2020 global pandemic. As such, this book is ideal for teachers, teacher educators, educational leaders, administrators, policymakers, academicians, researchers, and students.

Systemic oppression continues to disenfranchise students at the intersections of race, ethnicity, gender identity, sexual orientation, immigrant status, religion, ableism, and economic status. Because of this, school counselors are called to function as advocates and change agents, but often find themselves underprepared to address these oppressive systems in schools. It is vital that school counselors are provided resources that enable them to increase their preparedness and allow them to address oppressive practices within schools as well as work with diverse populations using culturally affirming and antiracist practices. Developing, Delivering, and Sustaining School Counseling Practices Through a Culturally Affirming Lens informs culturally affirming and antiracist professional practice and advocacy work by school counselors. It serves as a learning tool that better prepares school counselors to address the needs of marginalized students and work as effective change agents to disrupt systemic oppression in school settings. Covering topics such as professional identity, racial trauma, and social justice, this book serves as a dynamic resource for school counselor educators, school counselors-in-training, school counselors, directors, supervisors, district leaders and administration, researchers, and academicians as they implement antiracist, social justice, and culturally affirming practices in school settings and academia.

This book will examine the role and the opportunity for EDI advancement as a requisite in healthcare, particularly in the context of the professional landscape as this directly affects care delivery. It considers the problems of clinicians who continue to suffer the ill effects of being othered within a medical setting. It argues that clinicians lacking the awareness and skills necessary to engage in an EDI-informed manner with members of their professional setting and patients, and benignly unaware of their privilege cannot effectively deliver care. The goal is to engage readers in a more inclusive practice.

Widely understood to be the best tool of social change, education offers a space to interrogate persistent and damaging oppressions, calling into question the cultural and political antecedents, as well as the current politics and practices, that have facilitated inequity. Educational leaders themselves, however, have much to learn about dismantling systems that maintain these barriers. Diversity Leadership in Education offers a deep look into the complexities and opportunities afforded by new models of diversity leadership. Authors from across North America explore how diverse leaders are key to improving the school experience for marginalized students. Indigenous, Black, racialized, and collaborative forms of leadership contribute to decolonizing educational settings by unsettling hegemonic ideas; these include the dominance of equity myths in educational administration and pedagogical whitewashing around issues germane to social justice. Unpacking privilege in education systems, the volume speaks to incorporating social justice in everyday leadership practices through advocacy, solidarity, spirituality, relationality, and reconciliation. It profiles diversity leadership as a rudder, steering a more inclusive and equitable society.

The #1 New York Times bestseller that sparked international dialogue is now a book for young adults! Based on the adult bestseller by Ibram X. Kendi, and co-authored by bestselling author Nic Stone, How to be a (Young) Antiracist will serve as a guide for teens seeking a way forward in acknowledging, identifying, and dismantling racism and injustice. The New York Times bestseller How to be an Antiracist by Ibram X. Kendi is shaping the way a generation thinks about race and racism. How to be a (Young) Antiracist is a dynamic reframing of the concepts shared in the adult book, with young adulthood front and center. Aimed at readers 12 and up, and co-authored by award-winning children's book author Nic Stone, How to be a (Young) Antiracist empowers teen readers to help create a more just society. Antiracism is a journey--and now young adults will have a map to carve their own path. Kendi and Stone have revised this work to provide anecdotes and data that speaks directly to the experiences and concerns of younger readers, encouraging them to think critically and build a more equitable world in doing so.

Unlike other texts for undergraduate sociological social psychology courses, Individual and Society covers each of the three research traditions in sociological social psychology—symbolic interactionism, social structure and personality, and group processes and structures. With this approach, the authors make clear the link between sociological social psychology, theory, and methodology. Students will gain a better understanding of how and why social psychologists trained in sociology ask particular kinds of questions; the types of research they are involved in; and how their findings have been, or can be, applied to contemporary societal patterns and problems. This new, third edition makes the emphasis on social inequality within sociological social psychology, a key theme in earlier versions of the book, more salient throughout the text by including new or expanded discussions of intersectionality, positionality, the experiences of gender and sexual minorities, racial microaggression, contemporary social movements, and the complexities of allyship. Other additions to the text address the ubiquity of the Internet and social media, where the authors consider how these phenomena have shaped the experiences of Generation Z, the first “digital natives,” and altered individuals’ self-concepts and social relationships. Engaging exercises and group activities are also embedded within each chapter to enhance students’ readiness to reflect and think critically about the social world around them and to improve their understanding of the different dimensions of sociological social psychology and how they relate to everyday life.