Towards Building Anti-Racist Communities : A Focus on Intersectionalities.

Format:

Book

Author/Creator:

Austin, Theresa Y.

Language:

English

Subjects (All):

Anti-racism.

Educational sociology.

Discrimination in education.

Multicultural education.

Physical Description:

1 online resource (401 pages)

Edition:

1st ed.

Place of Publication:

Bristol : Multilingual Matters, 2026.

Summary:

Aimed at educators and community members seeking to build an antiracist society, this book examines lived teaching and researching experiences which illustrate and challenge the inequities that arise in classrooms with diverse student bodies.

Contents:

Cover

Half Title Page

Series Page

Title Page

DOI https://doi.org/10.21832/AUSTIN1282

Copyright Page

Contents

Contributors

Acknowledgments

Preface

Purpose, Aims and Focus of the Book

An Invitation to You, Our Audience

Explaining the Language of This Text: Understanding the Language of Racialization and Intersectionalities

Discourse of Racialization

So How Do We Begin to Build Chapter by Chapter?

Part 1: Within-Group Perspectives

Part 2: Examining Perspectives across Groups

Part 3: Examining Multilingual Multiracial Issues

Part 4: Institutional/Community Perspectives

Chapter 1: Discussing Race and White Emotionality: Teachers, Learners and Pedagogy

Introduction

The Framework: CRT, White Emotionality and (White) Intersectionality

Critical race theory and whiteness

(White) emotionality

(White) intersectionality

The Discussion Prompt and Student Reactions

The initial meeting

The fall 2021 and instruction

The resistance and emergence of white emotionality

Teaching and Learning about Race

Reflection

Conclusion

Chapter 2: Balancing Emotional Safety and Brave Accountable Spaces to Discuss Hard Truths about Race and Inclusion in Higher Education Classrooms

Positioning Ourselves

Focus on Challenging Conversations

Contextualizing Brave and Accountable Spaces

Safe space is not enough

Emotion and cognitive dissonance

Moving beyond cultural competence toward cultural humility

Hard work and hard truths

Who we are and our own hard work

Lyn

Karen

Conceptualizing the anti-racist higher education classroom

Spaces of action

Actions to Support and Challenge Our Students

The significance of names and stories

Evaluation flexibility

Karen.

Reflections

Making the implicit explicit

Chapter 3: Where Are We From?: Drawing on 'Peoplehood' to Humanize Higher Education Anti-Racist Work

Theoretical Framework

Methodology

Participants

Data Sources

Land acknowledgment

Where Are Your People From?

Peoplehood Four-Corners

Stories of Our Names

Syllabus Critique

Reflections to Guide Action

Learnings

Learning opportunities

Chapter 4: Subversive Power of Intersectionality: Counterstory Analysis of Biracial and Multiracial Microaggressions among School-Age Learners

Literature Review

Researchers' Intersectionality and Positionality

Ethical considerations

Discussion of findings

Lee-Johnson

O'Connor

Fuller

Limitations and further implications

Acknowledgment

Appendix

Part 2: Examining Perspectives Across Groups

Chapter 5: Translanguaging Pedagogies in the Anti-Racist Classroom

Translanguaging: A Background

Conceptualizing Translanguaging as Anti-Racist Pedagogy

Culturally sustaining translanguaging pedagogy

Translanguaging pedagogy: Culturally sustaining, anti-racist instruction

Translanguaging and Black liberatory pedagogy

Raciolinguistics, translanguaging and anti-racist teaching

Researcher Positionality and Methods

Centering Student Voices

How would you describe your cultural identity and language experience?

How would translanguaging pedagogy have changed your experience at school?

How would translanguaging opportunities have impacted your learning?

What has your experience been as a multilingual college student?

Discussion: Translanguaging Stance, Design and Pedagogies

Translanguaging stance

Translanguaging design

Translanguaging pedagogies.

Pedagogical moves for practitioners in translanguaging, anti-racist learning communities

Note-taking and glossaries

Drafting and informal writing tasks

Subject-specific texts in home languages

Small group discussion

Incorporate translanguaging into summative assessments

Translanguaging, Anti-Racist Pedagogy: Implications and Sites of Possibility

Chapter 6: Coming to Consciousness in a Teacher Education Doctoral Course through Paired Critical Curriculum Development

The Course Participants - Starting with Self and Context

On Developing the Doctoral Course

What Is Criticality? How Do You Define It? 26 August 2019

Tonya

Brooks

Rihab

What Is Criticality? 25 November 2019

Cheryl

Ethan

Sterline

Our Paired Curriculum Processes

Brooks, Sterline and Tonya (please refer to Appendix 6.1A and 6.1B)

The Creation of the Paired Curricula (Please Refer to Appendix 6.1A and 6.1B)

Paired Curriculum Processes

Cheryll, Ethan and Rihab (please refer to Appendix 6.2A, 6.2B and 6.2C)

Analyses of the Co-Constructed Paired Curricula Processes

Recommendations

Appendix 6.1A and 6.1B: Brooks, Sterline and Tonya

Appendix 6.1 B

Appendix 6.2 A, B, C: Cheryll, Ethan and Rihab

Chapter 7: Emancipatory Education as Praxis

The Context

Transformational Leadership

Emancipatory Education as Praxis Initiatives

Institute for Emancipatory Education

The Ethnic Studies Residency Program and Ethnic Studies Educator Pathway

Intersectional Disability Studies Strand of the IEE

Intersectional disability studies syllabus: Rediscovering Disability Studies at the Intersections

Queering our classrooms: LGBTQ+ inclusion training for faculty

Emancipatory School Leadership MA Program

Transformative leadership minor

Reflection, Next Steps and Prompts for Wider Adoption.

Next steps

Future undertakings of the IEE

Recommendations for Adaptation and Replication

Chapter 8: Race Affinity Spaces - Complexities for Self-Identification

Who we are and what we do

Literature review

Important considerations and scenarios

Working with the Complexities of Affinity Space Creation

The Borders of Racial Identity

How We Do It

Steps to prepare participants

Relationship and trust building

Shared language and racial literacy

Communication and time for processing

Clear Contextual Description of Affinity Spaces

Selection and preparation of facilitators: Personal preparation and skill development

Obear and Martinez (2013) in their article 'Race Caucuses: An Intensive, High‑Impact Strategy to Create Social Change' write:

Curating and designing the affinity spaces

Anchoring tools and practices

Praxis and ongoing reflection

Facilitators

Lovingkindness

Mindfulness, Rituals and Routines

Chapter 9: A Reflexive Study of a Teacher and Teacher Educator: Addressing Conflicts of Identity, Language, Values and Race

Background

Method

Miriam's reflection

Miriam reflects on her course

Confronting learners' assumptions

Tim's reflection

Teaching students using a multicultural perspective

Tim's intercultural perspectives class

Chapter 10: "If Not Me, Who?" Working toward Anti-Racism through Race-Based Affinity Groups for Future Education Professionals

Purpose

Racial Identity Development in Race-Alike Affinity Groups

Racial Literacy

Program Description and Context

Methods

Researcher positionality

Data sources and analysis

Findings

Purpose: What are we trying to do?

Evolving group structure.

When and how to push

Pinpointing 'success'

Positionality: Should I do this?

Racialized identities

Insider/Outsider status

Personal and professional boundaries

Preparation: Can I do this?

Imposter syndrome and insecurity

Capacity

Discussion

Purpose of and within affinity groups

Positionality in relation to affinity groups

Preparation for the work of affinity groups

Guiding Questions and Recommendations for Practice

Chapter 11: Intersectionality of Language, Race and Poverty in Education: Urban Teachers' Perspectives

Introduction: Examining the Integration of Content and Language Teaching Through the Lens of Educational Power

Theoretical Framework: Understanding the Intersection of Language, Race and Socioeconomic Status through a Raciolinguistic Lens

Review of Literature: Impact that Issues of Power (Language, Socioeconomic Status and Race) Have on the Schooling of Multilingual Students

Methods: Inquiry into Perspectives of Two Urban Teachers

Positionality of Authors

Findings: Educational Challenges and Teachers' Responses

Conclusions and Implications

Chapter 12: Understanding the Differences in Latinx Communities to Better Understand Intragroup Culture

What It Means to Be a Latinx Person

Race

Colorism within the Latinx community

Theoretical Perspectives

CRT and intersectionality

Intersectionality

Critical Whiteness studies

Methodology and Participant Profiles: There's Always Room for Active Learning

Data collection and analysis

Homage to Lucia

Interweaving Alma and Lucia's Stories

Sweet 16 ordeal

The cycle of poverty and violence against women: The need for sharing their stories

Lucia's positioning in her family

My mother treated me differently

What Alma's mother called her.

You take everything too seriously.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

9781788921299

OCLC:

1586551471