Resisting Racism

In the 1960s, Black communities in the UK mobilised against the discrimination and inequality their children experienced in mainstream schooling, setting up Black supplementary school projects where the deficits in educational provision could be rectified. Almost fifty years of Black supplementary schools, organised on a volunteer basis by parents, teachers, churches and community groups, are brought to life in this book. This is the first comprehensive account of the Black supplementary school movement. It charts the historical development of the movement; explores the different ideologies that emerged; examines the importance and conceptions of Blackness; and looks at the relationship to mainstream schools and the prospects for the future of Black supplementary education. It is essential reading for everyone who is interested in overcoming racism in education and in sociological and policy responses to racism generally.

Teachers of Color describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal wellbeing, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives--first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory, Teachers of Color exposes the ongoing racialization via counter-stories from thirty racially, geographically, and professionally diverse educators. The book concludes with recommendations that various education stakeholders can employ to improve the racial climates of schools and support the growing diversity of the teaching force. At this critical moment, Kohli offers readers an opportunity to strengthen their racial literacies and better understand the strengths, struggles, and power of teachers of color.

Harrison's collection of essays focuses on the intersections of race, gender, sexuality, class, and (ethno)nation that influence the dynamics of human rights conflicts in different parts of the world. The authors investigate human rights conflicts in Europe, the Americas, Asia, Africa, and Australia, and reflect upon the political concerns and anxieties that have taken center stage since the catastrophe of 9/11. The contributors are an internationally diverse group of anthropologists and human rights activists concerned with global culturally diverse gendered experiences. This book will be valuable to instructors and applied professionals in anthropology, gender studies, ethnic studies, and international human rights.

This book argues that critical race theory (CRT)—which originated within Legal Studies during the 1970s—has permeated multiple academic disciplines and informs the ethical commitments of scholars in diverse fields of study. Critical Race Studies Across Disciplines includes essays by scholars of African American studies from various disciplines, who directly and indirectly incorporate CRT through signaling a commitment to scholar-activism or scholactivism. Scholactivists hope to understand the roots of anti-Black racism and to actively oppose all forms of oppression. Drawing on CRT, the volume counters the colorblind rhetoric of those who dismiss the notion of systemic racism, discount racial inequities, and disregard racial justice advocates as malcontents fanning the flames of racial dissension. The contributors of this collection challenge racism centering the stories, perspectives, and counter-narratives of African American soldiers, teachers, students, writers, psychologists, and theologians who continually defy and resist oppression in myriad ways.

I refuse to condemn highlights how in times of national security a culture of condemnation is expected of people of colour that sits at the heart of structurally racist systems. This collection catalogues the ways in which scholars and activists experience and resist this expectation.

‘Lucid, fluent and compelling’ – Observer ‘We need writers like Andrews ... These are truths we need to be hearing’ – New Statesman Back to Black traces the long and eminent history of Black radical politics. Born out of resistance to slavery and colonialism, its rich past encompasses figures such as Marcus Garvey, Angela Davis, the Black Panthers and the Black Lives Matter activists of today. At its core it argues that racism is inexorably embedded in the fabric of society, and that it can never be overcome unless by enacting change outside of this suffocating system. Yet this Black radicalism has been diluted and moderated over time; wilfully misrepresented and caricatured by others; divested of its legacy, potency, and force. Kehinde Andrews explores the true roots of this tradition and connects the dots to today’s struggles by showing what a renewed politics of Black radicalism might look like in the 21st century.

South African schools are now open to all. However, this has not eliminated racism in education. In some cases, these changes have heightened tensions. Teachers throughout the country are battling to manage the changing dynamics of their classrooms. The experiences and everyday problems of both primary and high schools are addressed.