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Book: Miseducation: Decolonising
Curricula, Culture and
Pedagogy in UK Universities by
Mia Liyanage

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Book: Decolonizing Methodologies:

Research and Indigenous Peoples by

Linda Tuhiwai Smith

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The Politics & International Relations list engages with global issues covering political theory, international and diplomatic history, security studies, conflict resolution and government policy. Books address an array of current debates and area focuses, and include a wide variety of scholarly works by established specialists, along with cutting-edge books for everyone who is passionate and curious about current affairs.

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ACADEMIC: Politics & International Relations: Books: Bloomsbury Publishing (UK)

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The Politics & International Relations list engages with global issues covering political theory, international and diplomatic history, security studies, conflict resolution and government policy. Books address an array of current debates and area focuses, and include a wide variety of scholarly works by established specialists, along with cutting-edge books for everyone who is passionate and curious about current affairs.

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Article: 'Decolonising the University in 2020' by Gurminder K. Bhambra, Kerem Nişancıoğlu and Dalia Gebrial (follow-up to 2018 book) access provided through UoR Library

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ABSTRACT
We came together as editors of Decolonising the University through a commitment to understanding the university and our place within it; to examine what else might be possible for us, collectively, in the domain of higher education. Although we do not always agree about the university- or, perhaps more specifically, about the possibilities it contains for intervening effectively in the world- we nonetheless coalesced around an idea of 'decolonising the university' as an important strategic mode of engagement. Here, we set out the positions that we come from in relation to the broader debates about the university and its political possibilities and offer responses also to the reviews. These are not our final words on the matter, but words shaped by the political possibilities that present themselves at the outset of 2020 and which, we hope, will contribute to the increasingly necessary dialogues on this topic.

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

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ABSTRACT We came together as editors of Decolonising the University through a commitment to understanding the university and our place within it; to examine what else might be possible for us, collectively, in the domain of higher education.

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Book: Decolonising the University (2018) edited by Gurminder K. Bhambra, Dalia Gebrial, and Kerem

Nişancıoğlu (available open access using the link)

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Book: Black Women's Liberatory Pedagogies: Resistance, Transformation and Healing within and beyond the Academy (2018) edited by Olivia N. Perlow, Durene I. Wheeler, Sharon L. Bethea, BarBara M. Scott (free to download)

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This interdisciplinary anthology sheds light on the frameworks and lived experiences of black women faculty in the academy. Contributors for this anthology submitted works from an array of academic disciplines and learning environments, inviting readers to bear witness to black women faculty's classroom experiences, as well as their pedagogical approaches both inside and outside of the higher education classroom that have fostered transformative teaching-learning environments. Through this multidimensional lens, the editors and contributors view instruction and learning as a political endeavor aimed at changing the way we think about teaching, learning. and praxis.

Women's Studies Black Pedagogy Black Feminism Critical Race Theory Womanism Intersectionality African-Centered Pedagogy Black Queer Feminist Pedagogy Transformative strategies

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This interdisciplinary anthology sheds light on the frameworks and lived experiences of black women faculty in the academy. Contributors for this anthology submitted works from an array of academic disciplines and learning environments, inviting readers to bear witness to black women faculty's classroom experiences, as well as their pedagogical approaches both inside and outside of the higher education classroom that have fostered transformative teaching-learning environments.

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Booklet: Let's Talk! A guide to classroom-ready strategies for facilitating critical conversations with students about race and racism

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Webpage: Teaching Race:

Pedagogy and Practice, a teaching guide by Amie Thurber, M. Brielle Harbin, and Joe Bandy

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Cite this guide: Thurber, A., Harbin, M.B., & Bandy, J. (2019). Teaching Race: Pedagogy and Practice. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/teaching-race/.‎

From history to health fields, from sociology to school counseling, a wide range of disciplines address the historic and ongoing manifestations of racial inequality and injustice in the curriculum. These efforts are part of a broad educational movement of social justice education wherein educators equip students to analyze, understand, and intervene in systems of oppression in order to advance equity for all people.

Social justice education has implications for what we teach (curriculum) and how we teach (pedagogy). Despite an increasing number of instructors bringing a critical analysis of racial in/justice to their curriculum, many report challenges in teaching this content effectively. To begin to address this need, this guide summarizes some of the common challenges instructors may encounter and offers five broad pedagogical principles for teaching racial justice, and three possible strategies for implementing each strategy in the classroom.

For the purpose of this guide, we are using 'teaching race' and 'teaching racial injustice' interchangeably, and using both terms as shorthand for courses that incorporate content related to race, racism, racial injustice, and movements for racial justice.

Definitions

Race: Although there are vest variations in human ethnicity and culture, there is no biological basis for racial categories (for more on the what human genetics research tells us about race, see this blog post). Race is a social construction that has largely served to justify inequitable, and often inhumane, treatment of some populations by others, such as the forced removal and genocide of indigenous populations, enslaving of Africans, and the Jewish Holocaust. Because racial groups are socially constructed, their meanings have not been fixed over time, may differ across social contexts and geographies, and are often contested. Furthermore, how one identifies racially may differ from how one is perceived.

Racism: Following Tatum (1992), we understand racism as "a system of advantage based on race" that is perpetuated through institutions, policies, practices, ideologies, and interpersonal interactions. In the U.S. context, racism has and continues to benefit people perceived as "white" and to disadvantage those perceived as "people of color." As such, though race is "made up," racism powerfully shapes life experiences and life chances (for more information, see Stanford Center on Poverty and Inequality's 2017 State of the Union report documenting racial disparities in employment, poverty, safety net, housing, education, incarceration, health, earnings, wealth, and intergenerational mobility).

Common Challenges to Teaching Race

For many of us, teaching racial courses related to racial justice are simultaneously among the most rewarding and most demanding parts of our academic life. In the words of Higher Education professor Michalinos Zembylas, "So many things can go horribly wrong" (2012, p. 120). The course content may challenge student's deeply held beliefs and assumptions about themselves and society. It may raise questions regarding who has the right to speak or teach about issues related to race, evoke a wide range of emotions, and foment interpersonal conflicts.

Even seasoned educators can be confounded when confronted with student's reactions to racial justice content, resistance to learning, microaggressions towards others, and/or aggressive comments or behaviors. Some instructors report freezing up in the face of emotionally charged moments in the classroom. Others, wary to 'shut down' dissenting views, are hesitant to challenge flawed logics embedded in student's claims. Still other instructors adopt a paternalistic approach to teaching racial justice. In a thought-provoking essay considering teaching white students who are resistant to learning about racial in/justice, one instructor noted she had "retreated into didactic, inactive, unengaged pedagogy..." and another confessed to "sarcastic needling as pedagogy" (Lichty & Palamaro-Munsell, 2017, p.16).

Given the breadth of challenges to effectively teaching racial justice, Lichty & Palamaro-Munsell conclude, "We need concrete strategies for...ethically sitting with tensions that press against our identities, our histories, power, and privilege. We need strategies for minimizing harm to all students, for fostering dialog and reflexivity in the college classroom" (2017, p. 9).

Addressing Challenges Through Course Design

Many of the challenges instructors encounter in teaching race can be addressed, in part, through intentional course design. Following best practices in course design, instructors must first identify the "enduring understandings" we hope students will take with them at the end of the class, determine how they will assess student learning toward those goals, and then construct productive learning experiences (see Wiggins & McTighe, 2005).

Courses related to racial justice may have any number of learning goals, such as: to increase empathy, to challenge misconceptions, to expand theoretical perspectives, to cultivate analytic skills, or to develop tools for productive dialogue.

To assess student learning, it is crucial to determine how progress may be evident. For some learning goals, traditional assessment strategies (e.g. quiz, exam, or research paper) may be appropriate, while other goals may require performance-based assessments. For example, if equipping students with tools for intergroup dialogue is a key learning objective, assessment might include self-and peer reflections on student participation in large and small group dialogue in class.

Finally, an instructor's choice of content-the constellation of texts, media, lectures, labs, and learning activities in a given class-should be designed to support student learning and their ability to demonstrate that learning through the planned modes of assessment. In the current era, many departments are reevaluating their curriculum in order to increase representation of previously marginalized knowledge or underrepresented perspectives (O'Neill & Miller, 2015; Lichty & Palamaro-Munsell, 2017). For example, in every course in Seattle University's Master of Social Work program, at least 50% of the required readings are authored by scholars of color or other marginalized groups.

Although intentional course design can set the stage for creating a productive learning environment, it alone is insufficient for addressing unexpected challenges that can arise in teaching race. Any number of events can spark strong reactions in the classroom, such as an offhand remark from a student, a racially-motivated attack in the community, an act of hate speech on campus. Such moments require instructors to be nimble in their facilitation, yet preparation to handle these moments is often neglected in teacher training programs (Sue, Lin, Torino, Capodilupo & Rivera, 2009). Note, the following pages present guiding principles and corresponding pedagogic strategies, synthesized from a comprehensive review of literature related to teaching race (Harbin, Thurber and Bandy, in press).

Principle 1: Encourage Reflexivity

Encouraging student reflexivity is a core tenant of racial justice education (Bozalek, Carolissen, Leibowitz, Nicholls, Rohleder & Swartz, 2010; Smele, Siew-Sarju, Chou, Breton & Bernhardt, 2017; Zembylas, 2012). Reflexivity is broadly understood as the ability to consider one's own feelings, reactions, and motives and how they impact behaviors. In the context of racial justice education, reflexivity suggests the ability to critically evaluate one's own social location and racial socialization, to become increasingly aware of racial biases, and to be willing to investigate the ways internal perspectives about race inform our interactions and relationships.

Strategies for encouraging reflexivity include:

Modelling reflexivity. Instructors can interrogate their own experiences of marginalization, privilege, and internalized dominance, and share these reflections with students as an example of the kind of rigorous self-reflection expected in the course (Delano-Oriaran & Parks, 2015; Rothschild, 2003; Smele, Siew-Sarju, Chou, Breton & Bernhardt, 2017). In some settings, such modelling may require relatively little vulnerability. Yet in other settings, instructors may feel some discomfort making such disclosures. Acknowledging these feelings can be a way to normalize discomfort.

Addressing instructor positionality. While it is true that instructors of all backgrounds can be equally effective (or ineffective) in leading racial justice content, it also true that students will respond differently to instructors-at least initially-on the basis of their perceived race and other identities (Housee, 2008). An instructors' positionality may generate in students various reactions - trust, affinity, authenticity, hope, as well as distrust, alienation, skepticism, or isolation. Rothschild (2003) encourages students to reflect on their reactions to an instructor's perceived positionality, assigning a written reflection to the prompt: "What concerns they may have about taking this course from a ___ professor?"

Assigning autobiographical journaling/essays. Providing assignments that require students to make connections between the course content and their lived experiences is another way to encourage reflexivity. Instructors may offer a range of prompts related to course content, such as:

What/how did you first learn about race?

When do you first learn that you were a member of a racial group? What/how did you learn about your racial group?

When do you first learn that there were racial groups other than your own? What/how did you learn about this/these groups?

How do you perceive your own race, and how is your race is perceived by others?

Select a significant institution in your life (ie. educational, religious, media/cultural, etc.). What have you learned from this institution about race? How might this have impacted relationships and identity?

Scan your relationships with people who have been socialized into a different racial group than yourself. Thinking back to your childhood, what have been the nature of these relationships (i.e. friends, family, teachers, service providers, mentors/coaches, charity recipients, etc.)? Have the types of changed over time? What do you notice about the relationships in your life today?

Instructors have experimented with a range of uses of these written reflections, including assigning them as homework, using them as in-class discussion prompts, and having students review and comment on their initial reflections later in the semester (Danowitz & Tuitt, 2011, Rothschild, 2003; Estrada & Matthews, 2016; Matias & Mackey, 2016; and Winans, 2005).

Principle 2: Prepare for and Welcome Difficulty

It is arguable that all education-especially when challenging hegemonic beliefs-is necessarily a discomforting process. This is particularly true with racial justice education, which involves grappling with individual, cultural, and national identities (Housee, 2008). In this context, conflict can be a sign of intellectual growth (O'Neill & Miller, 2015). Although educators should not aim to create discomfort as an end it itself, it is critical for instructors to expect, welcome, and prepare for conflict (Danowitz & Tuitt, 2011; Ford, 2012; Housee, S., 2008; Kumashiro, 2000; Lichty & Palamaro-Munsell, 2017; Matias & Mackey, 2016; O'Neill & Miller, 2015; Simpson, 2006; Smele, Siew-Sarju, Chou, Breton & Bernhardt, 2017). As such, Kumashiro notes that "Educators should expect their students to enter crisis," and in doing so, "provide space in the syllabus for students to work through their crisis in a way that changes oppression" (2000, p.7). Instructors should also be prepared to respond to microaggressions in the classroom in ways that facilitate learning and accountability, and wherever possible, repair ruptures in relationships (Thurber & DiAngelo, 2018).

Strategies for preparing for difficulty include:

Normalizing difficulty. Instructors may choose to include a statement on the syllabus reminding students that while repetition is comforting, learning new things-especially things that challenge previously held beliefs, is not (Kumashiro, 2000). This also can be said in class, as appropriate. Instructors may also choose to initiate a meta-dialogue about discussions within the course, for example asking students to reflect on what constitutes a productive classroom conversation, and in so doing challenging the notions of safety, risk, and comfort (Leonardo & Porter, 2010; Matias & Mackey, 2016).

Assigning meta-cognitive reflections. As part of normalizing discomfort, instructors can ask students to write down concerns they have about talking about race/racism in class (e.g. appearing racist, or being a target of other's microaggressions), or their feelings about the topic (Estrada & Matthews, 2016; Rothschild, 2003). These reflections can be shared in pairs or triads and then discussed among the class as a whole as a way to acknowledge and normalize the concerns students bring to the prospect of talking about race.

Utilizing critical learning journals. Smele, Siew-Sarju, Chou, Breton & Bernhardt (2017) suggest the use of a "critical learning journal," a place for ungraded reflections that are not shared with other students or the professor but which encourages self-reflection when hot moments arise in the course. Critical learning journals can be a useful tool for students as they process their learning, while also encouraging students to be responsible for understanding their own emotional responses to course content and interactions.

Principle 3: Meet Students Where They Are

In considering how to teach racial justice content, instructors must consider the overall campus context as well as their individual students. In some contexts, it is not uncommon for white students never to have had a black peer or instructor; never to have deeply considered the impact of racism on their own identity, relationships, or broader social conditions; and consequently, to lack language to talk about race and racism (Delano-Oriaran & Parks, 2015; Santas, 2000; Simpson, 2006; Rothschild, 2003). Even in contexts where students have been exposed to a diversity of perspectives on race, research indicates that the vast majority of white people carry beliefs and understandings rooted in misinformation, bias, or internalized beliefs in white superiority (Sue, 2010).

Meeting students where they are poses a pedagogical challenge, as students in a given class may be in a range of different places. Not unlike a conversation among people with different levels of fluency in a given language, there is ample room for error and misunderstanding. Thus, meeting students where they are requires considering student's knowledge base, providing tools for constructive engagement with the course material, and helping students develop new understandings.

Strategies for meeting students where they are include:

Assessing student knowledge and preconceptions. This can be done in the first day of class via an ungraded pre-test, with short-answer questions related to the core concepts of the course (for example, this may include concepts such as racial socialization, racial disparities, and/or whiteness). The autobiographical journaling described above also functions as an assessment of student preconceptions.

Providing skills for dialogue. There is debate around the usefulness of discussion guidelines, with a number of scholars arguing that such guidelines often function to privilege white students' sense of comfort and safety over critical self-reflection (Leonardo & Porter, 2010; Sensoy & DiAngelo, 2014). That said, numerous scholars suggest allotting time and content in the course to discuss and develop skills for productive conversations about race (Lichty & Palamaro-Munsell, 2017; Smele, Siew-Sarju, Chou, Breton & Bernhardt, 2017; Leonardo & Porter, 2010). For example, Matias & Mackey (2015) introduce students to Bonilla-Silva's (2006) study of white students 'semantic moves'[2] and encourage them to notice when these discursive tactics are employed in class. As another example, Sensoy and DiAngelo coach students to reframe their claims as questions, providing a list of 18 possible prompts designed "to engender humility, develop critical thinking skills, interrogate what we think we know, and practice grappling with new information" (2014, p.194). For instance, when a student responds to a reading with the statement, "I don't agree that only whites can be racist-that's not true," an instructor might coach them to inquire, "The author is arguing that only whites can be racist (etc.) ... Can you help me understand that?"

Engaging students' arguments, even when they are flawed. Students who have not thought deeply about issues of race and racism, or who have not been exposed to alternative viewpoints, may voice arguments that are problematic in a number of ways. For example, a student may contend that racism is a phenomenon that exists only in the past or attribute a stereotype to all members of a particular ethnic group. Zembylas (2012) suggests the use of "strategic empathy." In practice, strategic empathy requires resisting the urge to correct misinformation and adopting instead a stance of inquiry into the complex and contradictory motivations of students in order to promote self-reflection and critical thinking, a strategy that is advocated by others (Delano-Oriaran & Parks, 2015; Lichty & Palamaro-Munsell, 2017; Winans, 2005; Zembylas, 2012). This might look like asking questions about a particular statement. For example, in response to a student's statement that undocumented immigrants are "taking jobs away from Americans," an instructor might consider some of the following prompts:

Tell me more about that...

It sounds like you have strong views on this - have you had some personal experience that might help us understand where you are coming from?

I'm glad you brought this up, because this sentiment is something we hear a lot in popular culture, and it's important to understand and unpack. What are the concerns underlying this statement?

Other scholars suggest "calling out while calling in" by directly identifying flaws in argumentation or factual errors, while still drawing students into inquiry about the function of the argument in perpetuating racism (Smele, Siew-Sarju, Chou, Breton & Bernhardt, 2017). Using the previous example, an instructor might offer evidence of seasonal labor shortages in agricultural industries that have relied on migrant workers for decades and introduce the history of U.S. governmental policies that have brought non-resident workers into the country to meet that demand (i.e. the Bracero program) or cite statistics on the jobs that immigrants create through their consumption and taxes, in addition to other growth effects. They may then ask students to consider why the narrative of immigrants taking American jobs has persisted.

Whether an instructor adopts a stance of "strategic empathy" or "calling out while drawing in", the recommendation is to meet students where they are, not leave them where they are.

Principle 4: Engage Affective and Embodied Dimensions of Learning

It is critical that instructors use lecture and text to provide students with relevant empirical knowledge related to course content. This often involves providing the historical context needed for students to understand patterns and trends and developing students' intellectual capacity for engaging in social analysis (Santas, 2000; Estrada & Matthews, 2016). Yet, racial justice education requires much more than simply correcting misinformation or developing and applying a racial justice analysis. Racial justice content is highly affective; indeed, part of the problematic nature of racial categories is the ways they have been constructed to evoke feeling states and emotions (e.g. safety, fear, distrust). Further, students experience a great deal of feelings in response to the course content and classroom interactions.

Relatedly, racial justice courses engage students lived experiences as people who have been impacted by race and racism; and participating in classroom interactions is yet another way that race and racism become embodied, through who they choose to sit next to, who they elect to partner with in class or small group activities, when they choose to speak and when they remain silent. As such, it is essential to engage the affective and embodied dimensions of learning (Bozalek, Carolissen, Leibowitz, Nicholls, Rohleder & Swartz, 2010; Danowitz & Tuitt, 2011; Housee, S., 2008; Estrada & Matthews, 2016; Ford, 2012; Kumashiro, 2000; Lichty & Palamaro-Munsell, 2017; Matias & Mackey, 2016; Rothschild, 2003; Simpson, 2006; Smele, Siew-Sarju, Chou, Breton, & Bernhardt, 2017; Zembylas, 2012).

The call to "put the body back into knowledge making" (Sutherland, 2013, p. 739) begins with normalizing the affective and embodied dimensions of learning (Estrada & Matthews 2016) and helping students to develop emotional literacy. As Matias & Mackey contend, students must "learn to take ownership of their own emotional responses to learning about race, racism, white supremacy, and whiteness" (2016, p. 37). At the same time, students must be willing to consider the emotional responses of others, which may be similar to or different from their own. This learning takes place through encounters with the course content, and also through peer-to-peer teaching and learning. Scholars of social justice education recommend that instructors leverage student's lived experiences as sources of knowledge and learning (Danowitz & Tuitt, 2011; Lichty & Palamaro-Munsell, 2017; Smele, Siew-Sarju, Chou, Breton & Bernhardt, 2017). In practice, engaging the affective and embodied dimensions of learning takes a variety of forms, including: pairing cognitive and experiential activities; slowing down to allow time for students to more deeply engage course content; and incorporating sensory ways of knowing, such as including rituals/mindfulness practices (Danowitz & Tuitt, 2011; Estrada & Matthews 2016; Housee, 2008; Ford, 2012; Rothschild, 2003; Shahjahan, 2015; Sutherland, 2013; Waring & Bordoloi, 2012).

Specific strategies for engaging the affective and embodied dimensions of leaning include:

Diversifying course content. Although many racial justice courses rely heavily on academic articles or books, these are not the only sources of knowledge. Other possibilities include analyzing (auto)biographical narratives/memoirs that can surface feelings, experiences, as well as new understandings (Delano-Oriaran & Parks, 2015; Winans, 2005). Theatre, video, spoken-word, social media, music, web video clips, visual art, advertisements, and games are other examples of often affectively charged 'texts' that provide another way to learn about the social construction of race and systemic manifestations of racism.

Diversifying forms of engagement. While participation can be a challenge in any course, this can be particularly the case in courses exploring content than challenges students' beliefs and perspectives. Starting class conversation in pairs or small groups can increase engagement in large group discussions (Santas, 2000; Waring & Bordoloi, 2012). As noted by Barkley, Cross and Major (2014), incorporating active and collaborative learning activities-including meaningful individual, group, or whole class experiences- makes classes more accessible to students of color, women and first-generation students while at the same time drawing on embodied dimensions of learning. For example, the use of theatre/performance, in which students actively take on various perspectives, has been shown to facilitate shifts in students' understandings of race (Sutherland, 2013).

Diversifying forms of assessment. Many racial justice courses assess student learning only in terms of cognitive development, for example through quizzes, exams, or research papers. Including other modes of assessment allows instructors to assess affective and social development as well. As examples, Matias & Mackey (2016) assign preservice teachers to create videos and digital stories that integrate and apply course learning, Finn (2016) describes a multi-media positionality montage assignment for social work students to reflect on how their own identities inform their social work practice, and Bozalek, Carolissen, Leibowitz, Nicholls, Rohleder & Swartz (2010) use an array of visual mapping activities to guide students to reflect on their individual and community contexts.

Principle 5: Build a Learning Community

Creating a sense of belonging within a classroom is increasingly recognized as a critical element to learning; students learn best when they feel connected, cared for, and that their perspectives are valued (Samuel, 2017). This is particularly true when teaching racial in/justice, where building community within class increases comfort and willingness to engage in "threshold" learning (Delano-Oriaran & Parks, 2015; Lichty & Palamaro-Munsell, 2017; Santas, 2000; Smele, Siew-Sarju, Chou, Breton & Bernhardt, 2017). While we highlight a number of strategies for building a learning community below, it also is important to acknowledge the differential risks of students (and faculty) of participating in such communities (Smele, Siew-Sarju, Chou, Breton & Bernhardt, 2017). Leonardo & Porter caution that some "whites turn racism into an intellectualist problem, rather than a lived one" (2010, p. 149). The intellectualization of race and racism by some students, while others intimately grapple with the lived experience of racism, creates uneven ground upon which to build a learning community. Though it is still possible to do so, it requires greater intentionality on the part of the instructor.

Specific strategies for building a learning community include:

Making yourself accessible. Building community within a course often starts with building student-instructor rapport. Endeavor to learn students' names and use them. Create a low-stakes assignment for students to visit your and/or your teaching assistant's office hours during the first two weeks of the semester to begin to build rapport. Be transparent about your commitment to racial justice, while also reflecting humility and your stance as a life-long learner. Let students know that you welcome hearing about their experience in the course, and how you can be more effective.

Designing opportunities for meaningful peer-to-peer learning. When designing small groups, it is critical to be mindful of who the conversation is "for." In racial justice courses, too often the knowledge and experience of students of color is exploited to advance the learning of white students. At times, an instructor may elect to use intragroup caucusing wherein students who share some aspects of social identity (e.g. black students, first generation students, white students, etc.) explore similarities and differences among their experiences, offer peer support, and learn from and challenge one another's perspectives (Leonardo & Porter, 2010). At other times, intergroup dialogue may be most appropriate, and an instructor may intentionally create small groups that are diverse along any number of axes, including ethnicity, gender, or geography. Creating meaningful intergroup dialogue on issues of race can be challenging for instructors working in ethnically homogenous settings. Some instructors have experimented with cross-institutional course design, bringing together students from two universities in both online and face-to-face sessions (Leibowitz, B., Bozalek, V., Rohleder, P., Carolissen, R., & Swartz, L., 2010). Groups that meet over time have the potential to form deeper bonds while also providing greater intellectual challenge. Suoranta and Moisio (2006) describe the use of a 'Study Circle' wherein students are divided into groups of four to eight participants. These small groups meet a given number of times over the term to discuss readings, taking turns presenting summaries and leading discussions, while documenting their collective work. The group represents the products of their collective inquiry in the form of a portfolio turned into the instructor.

Seeking a learning community for yourself. Just as our students are more likely to engage in transformative learning when they feel a sense of connection and belonging, instructors bring our best to teaching racial justice content when we are part of a learning community that offers ongoing support, challenge, and innovation. Some universities and colleges offer formalized learning communities for instructors. For the last several years, Vanderbilt University's Center for Teaching has facilitated multiple year-long learning communities related to topics of teaching, difference, and power, with interested faculty meeting monthly to share experiences and gain skills. The Smith University School of Social Work offers a weekly workshop titled "Pedagogy and Diversity" where faculty gather to share strategies to integrate antiracist content and practices into their courses, and troubleshoot teaching dilemmas (O'Neill & Miller, 2015). Where such formalized networks do not exist, interested faculty can self-organize a reading/discussion group, skill-sharing workshops, or other convenings to discuss racial justice pedagogy and enhance their professional development.

Conclusion

There is significant momentum in higher education to integrate social justice education into the curriculum in a broad array of disciplines. While there is a burgeoning field of literature related to best practices in teaching racial justice, there remains much for all of us to learn. Inevitably, there will continue to be situations that stump us, moments when we are not sure the most effective way to respond, where we cannot see the best path toward serving our students' diverse needs. At times, student learning may be modest, and uninformed perspectives may remain entrenched. In any given course, our students will walk away with less or more than we may have hoped, both as a result of and in spite of our contributions. As Simpson concludes, "Given the opportunity, our students learn in ways that make sense to them, and often in ways that we cannot predict. Likewise, it is our students who will decide what to take and leave from our classes..." (2006, p. 89). As instructors, we too need to increase our comfort with not knowing the answers and to embrace humility, just like we ask of our students (Simpson, 2006; Lichty & Palamaro-Munsell, 2017; Leonardo & Porter,2010). Indeed, teaching is an emergent process. Even with the best laid plans, we cannot always anticipate the challenges and possibilities that will arise in a given course.

References

Arao, B., & Clemens, K. (2013). From safe spaces to brave spaces. The art of effective facilitation: Reflections from social justice educators, 135-150.

Bandy, J., Harbin, M.B., Thurber, A. (unpublished). Teaching Race: Developing Students' Cognitive and Affective Understanding of Race.

Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.

Bozalek, V., Carolissen, R., Leibowitz, B., Nicholls, L., Rohleder, P., & Swartz, L. (2010). Engaging with difference in higher education through collaborative inter-institutional pedagogical practices. South African Journal of Higher Education, 24(6), 1023-1037.

Bonilla-Silva, E. (2006). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. Rowman & Littlefield Publishers.

Danowitz, M. A., & Tuitt, F. (2011). Enacting inclusivity through engaged pedagogy: A higher education perspective. Equity & Excellence in Education, 44(1), 40-56.

Delano-Oriaran, O. O., & Parks, M. W. (2015). One black, one white: Power, white privilege, & creating safe spaces. Multicultural Education, 22(3/4), 15-19.

Estrada, F., & Matthews, G. (2016). Perceived Culpability in Critical Multicultural Education: Understanding and Responding to Race Informed Guilt and Shame to Further Learning Outcomes among White American College Students. International Journal of Teaching and Learning in Higher Education, 28(3), 314-325.

Finn, J. L. (2016). Just practice: A social justice approach to social work. Oxford University Press.

Ford, K. A. (2012). Shifting White ideological scripts: The educational benefits of inter-and intraracial curricular dialogues on the experiences of White college students. Journal of Diversity in Higher Education, 5(3), 138-158.

Harbin, M.B., Thurber, A., and Bandy, J. (in press). Teaching Race, Racism, and Racial Justice: Pedagogical Principles and Strategies. Race and Pedagogy Journal.

Housee, S. (2008). Should ethnicity matter when teaching about "race" and racism in the classroom? Race Ethnicity and Education, 11(4), 415-428.

Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational research, 70(1), 25-53.

Kumashiro, K. K. (2000). Teaching and learning through desire, crisis, and difference: Perverted reflections on anti-oppressive education. The Radical Teacher, (58), 6-11.

Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of 'safety' in race dialogue. Race Ethnicity and Education, 13(2), 139-157.

Lichty, L. F., & Palamaro‐Munsell, E. (2017). Pursuing an ethical, socially just classroom: Searching for community psychology pedagogy. American journal of community psychology, 60(3-4), 316-326.

Matias, C. E., & Mackey, J. (2016). Breakin'down whiteness in antiracist teaching: Introducing critical whiteness pedagogy. The Urban Review, 48(1), 32-50.

O'Neill, P. & Miller, J. 2015. Hand and Glove: How the Curriculum Promotes an Antiracism Commitment in a School for Social Work. Smith College Studies in Social Work, 85(2): 159-175.

Rothschild, T. (2003). "Talking race" in the college classroom: the role of social structures and social factors in race pedagogy. Journal of Multicultural Counseling and Development, 31(1), 31-38.

Santas, A. (2000). Teaching anti-racism. Studies in Philosophy and Education, 19(4), 349-361.

Sensoy, Ö., & DiAngelo, R. (2014). Respect differences? Challenging the common guidelines in social justice education. Democracy and Education, 22(2), 1.

Shahjahan, R. A. (2015). Being 'lazy' and slowing down: Toward decolonizing time, our body, and pedagogy. Educational Philosophy and Theory, 47(5), 488-501.

Simpson, J. S. (2006). Reaching for justice: The pedagogical politics of agency, race, and change. The Review of Education, Pedagogy, and Cultural Studies, 28(1): 67-94.

Smele, S., Siew-Sarju, R., Chou, E., Breton, P., & Bernhardt, N. (2017). Doing feminist difference differently: intersectional pedagogical practices in the context of the neoliberal diversity regime. Teaching in Higher Education, 22(6), 690-704.

Samuel, K. (2017). Creating More Caring University Classrooms. Meaningful Education in Times of Uncertainty, 75. Brookings. Retrieved from https://www.brookings.edu/opinions/creating-more-caring-university-classrooms/

Sue, D.W. (2010). Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. Wiley.

Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183.

Suoranta, J., & Moisio, O. P. (2006). Critical Pedagogy as Collective Social Expertise in Higher Education. International Journal of Progressive Education, 2(3), 47-64.

Sutherland, A. (2013). The role of theatre and embodied knowledge in addressing race in South African higher education. Studies in Higher Education, 38(5), 728-740.

Tatum, B. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review, 62(1), 1-25.

Thurber, A., & DiAngelo, R. (2018). Microaggressions: Intervening in three acts. Journal of Ethnic & Cultural Diversity in Social Work, 27(1), 17-27.

Waring, C. D., & Bordoloi, S. D. (2012). " Hopping on the Tips of a Trident": Two Graduate Students of Color Reflect on Teaching Critical Content at Predominantly White Institutions. Feminist Teacher, 22(2), 108-124.

Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Winans, A. E. (2005). Local pedagogies and race: Interrogating white safety in the rural college classroom. College English, 67(3), 253-273.

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[1] This guide has been adapted from Harbin, B., Thurber, A., and Bandy, J. (in press). Teaching Race, Racism, and Racial Justice: Pedagogical Principles and Classroom Strategies for Course Instructors. Race and Pedagogy Journal.

[2] Bonilla Silva defines 'semantic moves' as the rhetorical strategies or patterns of speech used by white people to express their views on race.

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By Amie Thurber, M. Brielle Harbin, and Joe Bandy [1] Print Version Cite this guide: Thurber, A., Harbin, M.B., & Bandy, J. (2019). Teaching Race: Pedagogy and Practice. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/teaching-race/.‎ From history to health fields, from sociology to school counseling, a wide range of disciplines address the historic...

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Book: On Being Included: Racism and Diversity in Institutional Life (2012), by Sara Ahmed

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- Corin de Freitas and Alex Pysklywec, Society and Space: Environment and Planning D

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- Lauren Miller Griffith, Anthropology and Education Quarterly

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- Erin Frost, Theorizing Feminist Apparency blog

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- Anitta Kynsilehto, International Feminist Journal of Politics

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- Davina Cooper, British Journal of Educational Studies

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- Karim Murji, Ethnic and Racial Studies

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- Juliane Collard and Carolyn Prouse, Gender, Place, and Culture

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- Anoop Nayak, British Journal of Sociology of Education

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- Joe Corrigan, Alberta Journal of Educational Research

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- Stephen Okey, Wabash Center for Teaching and Learning in Theology and Religon

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-Corin de Freitas and Alex Pysklywec, Society and Space: Environment and Planning D

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-Lauren Miller Griffith, Anthropology and Education Quarterly

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-Erin Frost, Theorizing Feminist Apparency blog

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-Anitta Kynsilehto, International Feminist Journal of Politics

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-Davina Cooper, British Journal of Educational Studies

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-Juliane Collard and Carolyn Prouse, Gender, Place, and Culture

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-Anoop Nayak, British Journal of Sociology of Education

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-Joe Corrigan, Alberta Journal of Educational Research

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-Stephen Okey, Wabash Center for Teaching and Learning in Theology and Religon

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Book: Undermining Racial Justice

How One University Embraced Inclusion and Inequality (2020), by Matthew Johnson

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Product Details - Cornell University Press

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Cornell University Press fosters a culture of broad and sustained inquiry through the publication of scholarship that is engaged, influential, and of lasting significance.

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Video: A 1968 experiment by American schoolteacher Jane Elliott, showing how racism is learned

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Brown eyes and blue eyes Racism experiment Children Session - Jane Elliott

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Podcast: A selection of podcast episodes from the Africa Writes festival (a biennial celebration of contemporary literature from Africa and the diaspora, by The Royal African Society and the British Library) on the subjects of race and anti-racism from literature by Africans and writers of African descent.

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/ 358 views

We, at Africa Writes, stand in solidarity with Black Lives Matter. Black Trans Lives Matter. Black Women's Lives Matter. Black Children's Lives Matter.

In this trying time for many of us, especially for the global Black community, there has been an outpouring of support and sharing of anti-racist literature. By way of contributing to the necessary reminder of Black resilience and joy during this transformative period, we have been sharing quotes on Twitter, Instagram and Facebook by beloved Black writers we adore who offer courage and encouragement in the face of injustice and suffering.

We've dug into past Africa Writes festival podcasts, from 2016 - 2019, to offer conversations on or around the subjects of race and anti-racism from literature by Africans and writers of African descent. Through these selected podcasts we hope you are reminded of the beauty of literature and its power in assessing the world we live in, being a mirror of our lived realities, and creating expansive visions of worlds where racism, ableism, homophobia, transphobia, sexism - and other forms of oppression - cease to exist. We hope this small offering will lighten, broaden and enhance your day as the fight for equality continues. Head over to our Mixcloud if you're interested in listening to more. Enjoy.

2016

2017

2018

2019

Image: Black Lives Matter logo

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Podcasts on Race, Anti-Racism and African Literature

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359 views We, at Africa Writes, stand in solidarity with Black Lives Matter. Black Trans Lives Matter. Black Women's Lives Matter. Black Children's Lives Matter. In this trying time for many of us, especially for the global Black community, there has been an outpouring of support and sharing of anti-racist literature.

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Book: Racism in America: A Reader, an e-book anthology (free to download) by Harvard University Press of some of the complex and rewarding intellectual work on race and anti-Black racism in America, with a foreword by Annette Gordon-Reed

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With a Foreword by Annette Gordon-Reed

Racism in America: A Reader is an invitation to understand anti-Black racism through the eyes of our most incisive commentators. This anthology is for all curious readers, teachers, and students who wish to discover for themselves the complex and rewarding intellectual work that has sustained our national conversation on race and will continue to guide us in future years. The book can be downloaded for free here and on most eBook platforms.

For further reading, view our extensive collection of books on racism.

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This anthology, culled from the works of our most incisive commentators, invites readers to explore racism in diverse fields. From descriptions of the world's largest slave markets to an exposition of artwork by incarcerated people, this collection offers a path to constructive conversation that will guide the national dialogue for years to come.

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Book: Loud Black Girls: 20 Black Women Writers Ask: What’s Next? (2020) edited by Yomi Adegoke and Elizabeth Uviebinené

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An important and timely anthology of black British writing, edited and curated by the authors of the highly acclaimed, ground-breaking Slay In Your Lane. Slay in Your Lane Presents: Loud Black Girls features essays from the diverse voices of twenty established and emerging black British writers.
Being a loud black girl isn't about the volume of your voice; and using your voice doesn't always mean speaking the loudest or dominating the room. Most of the time it's simply existing as your authentic self in a world that is constantly trying to tell you to minimise who you are.

Now that we've learnt how to Slay in our Lanes, what's next?
Yomi Adegoke and Elizabeth Uviebinené, authors of the acclaimed Slay in Your Lane: The Black Girl Bible, invite the next generation of black women in Britain - authors, journalists, actors, activists and artists - to explore what it means to them to exist in these turbulent times.

From assessing the cultural impact of Marvel's Black Panther, to celebrating activism in local communities. From asking how we can secure the bag while staying true to our principles, or how we can teach our daughters to own their voices, to reclaiming our culinary heritage, the essays in Loud Black Girls offer funny touching and ultimately insightful perspectives on the question of 'What's Next?'

Foreword by Bernardine Evaristo

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Loud Black Girls: 20 Black Women Writers Ask: What's Next?

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An important and timely anthology of black British writing, edited and curated by the authors of the highly acclaimed, ground-breaking Slay In Your Lane. Slay in Your Lane Presents: Loud Black Girls features essays from the diverse voices of twenty established and emerging black British writers. Be

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Book: Training kit on intercultural learning produced by the Council of Europe and European Union youth partnership

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T-kit 4: Intercultural learning
For trainers and other youth dealing with intercultural issues. 1. View the entire issue 4 in a single PDF File
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The views and opinions expressed do not necessarily express the official view of the European Commission or Council of Europe, their member states or the organisations co-operating with the institutions.

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Coyote is a magazine about important issues in and around youth work in Europe and beyond published by the EU-CoE youth partnership.

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The youth knowledge books are the outcome of research seminars and expert workshops on priority topics of the EU-CoE youth partnership.

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Perspectives on youth is a new series on youth policy, research and practice supported by the EU-CoE Youth Partnership, moving forward debates on youth and having a European/ international relevance

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Advanced Training for Trainers in Europe (ATTE) is a part-time programme for trainers active in training youth multipliers. ATTE was implemented successfully as a pilot course from November 2001 to October 2003, involving 30 trainers from 21 countries, it is innovative in its approach,...

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Skip to Content English For trainers and other youth dealing with intercultural issues. 1. View the entire issue 4 in a single PDF File 2. Download T-Kit 4 chapter by chapter to avoid long delays Previous edition Published by the Council of Europe and the European Commission.

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Website: The Anti-Racist Educator is a blog and set of resources by a collective of educational stakeholders (including students, teachers, parents, academics and activists) in Scotland, working toward building an education system that is equitable, free from racial injustice, and critically engaged with issues of power, identity, and privilege.

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Based in Scotland, The Anti-Racist Educator is a collective of educational stakeholders (including students, teachers, parents, academics and activists) working toward building an education system that is:

Anti-racist educators need to constantly reflect on their teaching, realising their to inadvertently reinforce racial hierarchies. With that power to perpetuate (be it implicit/explicit, interpersonal, internalised, institutional or structural) comes the power to intentionally dismantle those racial hierarchies.

The Anti-Racist Educator seeks to engage in partnership work with members of local communities , including allies, as well as established organisations conducting anti-racist work across institutional, educational, political, and personal contexts. The Anti-Racist Educator values practices of inclusivity, integrity, and solidaritythat affirm racially diverse identities and experiences.

The Anti-Racist Educator aims to work in responsive and affirming ways that include, respect, and value a variety of lived racial experiences of (anti)discrimination in accessible ways. The Anti-Racist Educator therefore values the curiosity and courage needed to engage in anti-racist dialogue.

The Anti-Racist Educator adopts an understanding of race and racism as to issues of socio-cultural and institutional power across its intersections with faith, gender, sexuality, (im)migration and citizenship, age, (dis)ability, and so on. The Anti-Racist Educator recognises that identities are and bound to context, requiring critical engagement with the broad range of both minority racial identities and as the racial position of power.

(actions we take to achieve our vision)

Work with educators to develop critical culturally-responsive pedagogies.

Raise educators' racial literacy by making critical understandings of race and anti-racism more accessible.

Address and racial violence against racialised minorities in education.

Working with white allies who are confident in challenging .

To value, share and construct different forms of and understandings of , , and by providing safe spaces for people of colour

Providing safe spaces for people of colour involved in education to reach their full potential.

(things we do to achieve those goals)

A sustainable platform for people of colour in education to share perspectives, knowledge and practice

An established part of the anti-racism landscape in

An autonomous, member-led organisation

(what we have done and continue to do to meet the objectives)

Making knowledge accessible, sharing and the work of others via our platform and social media

You can support the work we do by making a donation. All donations will be used to:

sustain this platform

fund ongoing projects

value the labour and time invested by the people of colour producing content and running the collective.

My name is Mélina, I teach English in a secondary school in Scotland and I am an avid anti-racist activist. With a particular interest in academic research, I am currently a member of the Reframing Race programme run by the Runnymede Trust, I completed my MEd dissertation on anti-racism in Scottish educational policy and I received a scholarship to visit the USA and explore racial dialogue in education.

A lot of my anti-racist activism also stems from my involvement in the Scottish and British trade union movement. It has given me opportunities to engage with racial matters in education and society at wide, network with local communities, speak at conferences and design and facilitate workshops on racism. All of the above experiences feed into my contributions to this platform.

Hashim is an early-career primary teacher based in Glasgow. His energy for anti-racist activism and research come from both his experiences of being a Muslim from a Pakistani family, and seeing the structures of racism persist in wider society. Thinking about where our Nike trackies come from, who gets space to speak, and what constitutes "refined" culture are things often on his mind. He also writes poems.

Sangeeta is a Team Leader for a youth health and wellbeing programme delivered in schools across Glasgow City Council. With a background in youth development, Sangeeta has a continued passion about the youth voice and social justice. In 2017, Sangeeta participated in an Erasmus project which seeked to bring together five European countries to develop a network of trainers to design training and tools for youth workers to tackle hate speech. This experience, along with growing up in Scotland as a woman of colour, led to Sangeeta's interest to engage in anti-racist activism. Through the anti-racist educator, Sangeeta has facilitated workshops for educators, hosted podcasts and collaborated with other anti-racist/youth work organisations to seek to create change in education.

Lewis is director of the interdisciplinary education organisation Science Ceilidh and runs the Culture & Wellbeing Community Network Scotland.

He is particularly passionate about supporting anti-racism and decolonising across science, research, arts and culture in education and practice.

As a facilitator, he works to support equitable partnerships, dialogue, community building and cultural democracy - where everyone's voice, creativity and expertise is valued.

Navan N. Govender is a Lecturer in the School of Education at the University of Strathclyde in Glasgow, Scotland, United Kingdom. He holds a Bachelor of Education degree (specialising in secondary English teaching), and Bachelor of Arts with Honours in Applied English Language Studies, and a PhD in Applied Language & Literacy Education in the field of critical literacy. His PhD investigated how critical literacy could be used to engage student teachers with issues related to sex, gender and sexual diversity in South Africa. Currently, he is working to understand critical literacy's role in Scottish English language and literacy education as well as in initial teacher education.

Other organisers: Franklin, Khadija, Titi, Hashim and Mélina.

Dr Nighet Riaz is an early careers researcher at the School of Education at the University of the West of Scotland. Nighet's research explores how young people and communities can become 'othered' fuelled by moral panics to tackle the perceived disaffection of young people who have been identified as 'at risk' of social exclusion through policy and practice.

Smina Akhtar is a PhD student at the University of Glasgow researching experiences of anti-Muslim racism within state institutions and the strategies used by communities to resist racism. Her interests include the historical development of racism, the role of the state and anti-racism with a particular focus on political activism. Smina has been active within the anti-racist movement in Scotland for over 20 years and before returning to academia she held senior management and community development posts within the housing and voluntary sectors.

Tony Adams is a black Lecturer and EIS equality rep at City Of Glasgow College. He writes for the Scottish Left Review and he has published in the Asian Times, Caribbean Times, Morning Star and Weekly Journal.

As the grandchild of migrants that came from India to Scotland in the 1950s and 1960s, my concern for the wellbeing of people from minority communities has always been strong. By volunteering and working on pioneering schemes projects that encourage the empowerment of minority communities, I have been, and am, fortunate enough to work with organisations that vehemently promote equalities and human rights issues and take an inclusive stance.

If you identify as , a person of colour, and/or politically black, or you are a parent/guardian of a child of colour in Scotland, you may contribute by joining as a member, becoming an organiser and/or becoming a writer for The Anti-Racist Educator. Please get in touch!

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The Anti-Racist Educator - Anti-Racism with a Scottish Perspective

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A platform for anti-racist education from a Scottish perspective. A learning tool for raising racial consciousness for all. A safe space to engage in critical reflections and discussions on race and education.

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Webpage: Olivette Otele, Professor in History of Slavery at the University of Bristol and independent chair of Bristol City Council’s Commission on Race Equality refutes the saying 'All Lives Matter'

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Following the death of George Floyd in Minnesota last month, institutional racism, police brutality and white privilege have dominated the world's conversation.

Days after his death, peaceful protests broke out across the world, with anti-racists showing their support for Black Lives Matter-focussed organisations and physicalising their desire to put an end to inequality.

The phrase 'Black Lives Matter' (BLM) is not just a statement of truth, but has evolved into a rally cry to right the wrongs that, over hundreds of years, we've yet to fully address.

In 2013, three Black women - Alicia Garza, Patrisse Cullors, and Opal Tometi - founded the BLM political movement, following the acquittal of Trayvon Martin's murderer, George Zimmerman, in Florida. While the movement has attracted international support, it has also been misunderstood and criticised.

Its opponents suggest that it implies Black lives matter more than those of others, with some proposing the phrase 'All Lives Matter' be used in its place.

However, in the last few days, a number of celebrities, including Keegan-Michael Key, Ashton Kutcher, Amazon CEO Jeff Bezos and Billie Eilish have spoken out against the term 'All Lives Matter,' pointing out its lack of both logic and empathy.

'If all lives matter,' Eilish recently asked on Twitter, 'why are black people killed for just being black?'
To get to the crux of the issue, we spoke to Professor Olivette Otele, Professor in History of Slavery at the University of Bristol and independent chair of Bristol City Council's Commission on Race Equality.
'It's such bad faith to say that "all lives matter",' Professor Otele states from the outset.

Referring to the anti-racist protests across the world, she adds: 'Surely this all started because they didn't all matter? It's so obvious. It's dangerous [to use the phrase]. It's laziness but, deep down, I wonder if it comes from the spectrum of racism?'

Why the phrase 'All Lives Matter' is problematic

Of course, on the surface, the phrase 'All Lives Matter' seems well intentioned, implying that all lives should be viewed equally.

However, the phrase contradicts itself. Well-intentioned or not, it can be received as 'all lives already matter,' which actually serves only to further defend the current state of inequality.

And as a rebuttal to the phrase 'Black lives matter', it acts to diminish and suppress the voice of Black people challenging the status quo. It mutes Black community's particular and acute sense of suffering, which can be viewed as insensitive and inappropriate at a moment when there is huge, palpable pain, as we mourn George Floyd and other similar cases.

This quote sums up the insensitivity quite succinctly:

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For those who use 'all lives matter' to denote the idea that many different groups of people currently suffer in the world, in Otele's eyes, is 'ignorance at its core'.

'Pain associated to specific context is unique because of what led to those moments. Certain comparisons are highly insensitive,' she explains.

'No one would make a comparison between the Holocaust and another time of suffering. Black suffering is unique.'

The term 'Black Lives Matter' is reminiscent of the 'Black Is Beautiful' movement in the 1960s, which began in the US to fight for equal rights and a positive perception of the African-American body. At the time, Otele says that like BLM, some people criticised the phrase and argued that '"all people are beautiful".'

'Of course, all people are beautiful, but you have to question why people say that "black is beautiful" or "black lives matter"?' she asks. 'For centuries people have been taught that black people aren't beautiful. We're reclaiming the fact that Black bodies are beautiful and that they do matter.'

No one would make a comparison between the Holocaust and another time of suffering

'It would be fantastic if all lives mattered but all lives are not valued equally. You don't have to know about Black history but instinctively you have to understand that when people are saying "Black Lives Matter" it's because its Black lives that have been disproportionately suffering,' says Otele.

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Why all lives don't currently matter equally

To understand the need to assert that 'Black Lives Matter' in the UK, it's important to understand a bit of British history. A history which has quite definitively placed Black communities in a position of not-mattering, compared to their white counterparts.
A quick potted-history for you:
The abolition of the slave trade in the British Empire took place in 1807. However, it did not abolish the practice of slavery, which remained legal in the majority of the Empire until the Slavery Abolition Act in 1833. During that time, slavery continued across the world, with many slave owners choosing to evade the law and transport people from the Indian subcontinent and Africa to the British Empire to work in plantations and fields.

'Even after the abolition of the slave trade, poverty and exclusion continued for many Black people in the colonies of the British Empire,' Professor Otele explains.

Fast forward to the 20th Century and thousands of Black people were recruited from African colonies to fight for the 'Mother Country' in both World War I and World War II and again from the Caribbean to form part of the Windrush generation and help rebuild the post-war economy. However, despite being integral to the war and post-war efforts, Black people continued to lack access to the best jobs and to be ostracised in European, UK and US society.

'The circle of wealth was never distributed equally, so poverty prevailed,' Otele explains.

So, if racial inequality has long been a global pandemic, why then have there been recent suggestions that racism is more deeply-rooted in US history and society?

Last week during Newsnight's Emily Maitlis ' interview with the spoken-word artist George The Poet, she argued: 'Our police aren't armed, they don't have guns, the legacy of slavery is not the same.'

The wordsmith refuted the presenter's claims, highlighting the role of the British Empire on the African content and its consequences.

The differences in law enforcement - particularly the use of firearms - between the UK and US are evident, but pointing them out diverts attention from the fundamental racism that inspired the behaviour we've seen displayed. In the case of Floyd, it was years of racism that caused his death, not the police officer's knee.

Otele argues that it's crucial that people are aware that 13 American colonies belonged to the English Crown and became independent after the American War of Independence (1775-1783), and to stop trying to point the finger at US as a smoke and mirror defence to avoid racist complicity.

'Britain was one of the key players in the slave trade and developed, like many other countries, a whole set of justifications for it. One of them was putting in place a hierarchy and ideology around the economic success [of Black people]. "We are able to dominate the world because we are cleverer," was the argument at the time.

'[Racism] started in Britain, I'm afraid. The only difference [between the US and UK] is that British colonies were overseas whereas in the US, slave people lived side-by-side for centuries.'

Racial inequality in the UK

The death of Floyd has resonated so deeply with people across the world because it not only revealed systemic racism in the US, but also closer to home.

Following his death, the names of several Black people in the UK like Sean Rigg, Mark Duggan and Leon Briggs, who died at the hands of the police, were shared on social media as a reminder that police brutality and racial inequality are British problems, too.

'We can use the instances in the US to highlight the issue of what's happening behind the scenes here in the UK, where families have been suffering for decades,' Rigg's sister, activist Marcia Rigg, recently told us.
Here's a brief breakdown of the UK's racial inequality:
Justice

The phrase 'no justice, no peace' has echoed across the world in protests last week, largely in reference to Floyd's death in the US, but it was also levelled at international racist justice systems.

According to recent statistics from the UK's Home Office, Black people are three times more likely to be arrested than white people in England and Wales, with racial profiling in stop-and-searches receiving much criticism. On average, Black people are four times more likely to be physically restrained, six times more likely to be struck with 'less lethal' firearms, and seven times more likely to be shot with conventional firearms.

In London, Black people accounted for 26 per cent of Fixed Penalty Notices and 31 per cent of arrests for breaking lockdown rules last month, despite making up just 12 per cent of the population.

In addition, race-motivated hate crimes are on the increase and Black people are still 9.5 times more likely to face stop and searches, despite police efforts to reduce its use as a deterrent.

To suggest that racism exists on a separate scale in the US is 'intellectual laziness' and a 'dangerous assumption' according to Otele. ' There's a whole list of Black people [in the UK] who have died at the hands of police and officers that have been acquitted,' she says.

Health

Black people have also found themselves disproportionately affected by the UK's recent coronavirus pandemic in recent months.

The Office for National Statistics (ONS) recently found that they are more four times as likely to die from the virus, compared to white people, and neither the organisation nor Public Health England were able to explain a definitive reason for this.

The report said its findings confirm 'the impact of COVID-19 has replicated existing health inequalities and, in some cases, has increased them'.

'BAME people are more likely to live in urban areas, in overcrowded households, in deprived areas, and have jobs that expose them to higher risk,' PHE stated.

Economy and socially

Financially and educationally, Black people continue to be worse off than their white counterparts in the UK.

The ONS has found that 22 per cent of Black children live in low income and materially deprived households (the national average is 12 per cent) and Black people are less likely to be in employment and earn less when it comes to hourly pay.

As for education and business, few than one per cent of the professors employed at UK universities are Black, there are no Black CEOs among Fortune 500 tech companies and there is not one single BAMP MP in Scotland, Wales or Northern Ireland.

Britain celebrated a very minor victory in becoming the most gender and ethnically diverse Parliament in history last December, with almost one in ten of the 650 MPs elected being non-white. However, that's compared with almost 20 per cent of the UK population recorded.

'Racism may not be new. It can be complicated, and often unconscious. But it is very real,' Labour's Kate Osamor MP wrote in February.

Is there a future for 'All Lives Matter'?

Until international institutions and citizens begin to recognise that and act like Black lives do matter then the phrase 'all lives matter' ignores the reality that not everyone's life is at risk due to their skin colour.

In 2014, Garza - who is a co-founder of the BLM hashtag - explained the importance of the world 'Black' in the phrase and what it means for wider society moving forward.
'Black Lives Matter doesn't mean your life isn't important - it means that Black lives, which are seen as without value within White supremacy, are important to your liberation. Given the disproportionate impact state violence has on Black lives, we understand that when Black people in this country get free, the benefits will be wide-reaching and transformative for society as a whole. When we are able to end the hyper-criminalisation and sexualization of Black people and end the poverty, control and surveillance of Black people, every single person in this world has a better shot at getting and staying free. When Black people get free, everybody gets free.'
Thinking about a future where racial equality does exists, Otele tells us: 'You're asking me to dream at the moment.

'I don't think it'll happen in my lifetime. I'm hoping people work really hard for it to come sooner rather than later. The future will see us all learn our history; all the ugliness and beautiful aspects of it but we need to teach it in a way that gives space to allow people to value their differences.

'People who tell me that they don't see colour worry me. If you don't see colour you don't see equality either. Equality is based on colour. 'All Lives Matter' is a future where [Black people] can fight over ideas, verbally, without being shot.'
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History Of Slavery Professor Explains The Mistake In Saying 'All Lives Matter'

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Following the death of George Floyd in Minnesota last month, institutional racism, police brutality and white privilege have dominated the world's conversation. Days after his death, peaceful protests broke out across the world, with anti-racists showing their support for Black Lives Matter-focussed organisations and physicalising their desire to put an end to inequality.

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Webpage: Professor Patricia Leary of Whittier Law School, California, responds to student letter about 'Black Lives Matter'

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Law professor's response to student offended by their shirt

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Post with 207 votes and 63019 views. Tagged with Current Events, ; Shared by revcleo. Law professor's response to student offended by their shirt

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Video: Poet, rapper and educator Akala (Kingslee James Daley)  addresses the Oxford Union on the subject African history as the 'lost' or distorted pages of human history, as part of Black History Month 2015.

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Hey people I recently addressed the Oxford Union regarding African history as the 'lost' (distorted may be a more appropriate term) pages of human history. Unfortunately the slides are not ver clear in the video but you can view most them in my teacher Robin Walker's book 'Before The Slave Trade'.

Please also see below an extended bibliography regarding this talk and the subject in general.

Unesco General Histories Of Africa Vol 1-15 - Multiple authors

When We Ruled - Robin Walker

Before The Slave Trade - Robin Walker

The African Origin Of Civilsation: Myth or Reality - Cheikh Anta Diop

The Came Before Columbus - Ivan Van Sertima

Early America Revisited - Ivan Van Sertima

Black Athena - Martin Bernal

Black Genesis - Bauval & Brophy

Imhotep The African - Bauval & Brophy

African Towns & Cities Before European Conquest - Richard Hull

The Ruins Of Empires - C.F Volney

Ancient Egypt The Light Of The World - Gerald Massey

The Signs and Symbols Of Primordial Man - Albert Churchward

Africa and Africans As Seen By The Classical writers - William Leo Hansberry

Life In Ancient Egypt - Adolf Erman

Ancient Egyptian Literature Vol 1-3 - Mariam Lichtheim

African Philosophy: The Pharaonic Period - Theophile Obenga

Timbuctoo The Mysterious - Felix Dubois

The Black Jacobins - C.L.R James

The Irritated Genie - Jacob Carruthers

Africa In History - Basil Davidson

Ta'rikh al Fattash - Al Hajj Mahmud Kati

The Pale Fox - Griaule & Dierterlen

A Tropical Dependency - Flora S Lugard

Big Ups

Akala

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Hey people I recently addressed the Oxford Union regarding African history as the 'lost' (distorted may be a more appropriate term) pages of human history. Unfortunately the slides are not ver clear in the video but you can view most them in my teacher Robin Walker's book 'Before The Slave Trade'.

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Podcast: The POC2 Podcast is a monthly podcast hosted by Karel, Pruthvi and Sehher, three women of colour in STEM. It discusses the good, bad and the ugly of being a British born visible minority in a mathematical science, and it covers how this affected their experiences as university students as well as how it affects the work they do today.

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A left leaning science ethics podcast

The POC ² Podcast is a monthly podcast hosted by Karel, Pruthvi and Sehher, three women of colour in STEM. It discusses the good, bad and the ugly of being a British born visible minority in a mathematical science, and it covers how this affected their experiences as university students asd well as how it effects the work they do today.

Find out more about the hosts by listening to the Podcast!

Downloads for all show notes + audio transcripts can be found below:

[1.02] Episode 2: Decolonising STEM: A Beginners Guide - BME Climb to PhD

[1.03] Episode 3: Decolonising STEM: A Beginners Guide - Decolonising the STEM Curriculum

[1.04] Episode 4: The Athena Swan Charter is Garbage [🔴Live]

[1.08] Epidode 8: How to talk about racism in the mathematical sciences

[1.09] Epidode 9: How to get a paid job in STEM

[Show notes] [Audio Transcript]

[Show notes] [Audio Transcript]

[2.01] Episode 11: This Job Lets You Travel the World!

[Show notes] [Audio Transcript]

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A left leaning science ethics podcast Find it here!: [iTunes] [Spotify] [Soundcloud] Synopsis: The POC2 Podcast is a monthly podcast hosted by Karel, Pruthvi and Sehher, three women of colour in STEM. It discusses the good, bad and the ugly of being a British born visible minority in a mathematical science, and it covers how...

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Instagram: Photos & commentary from 'A Thousand Words: Student Life Through a Lens', a 2018/19 University of Reading Diversity & Inclusion project exploring BAME students' uni experiences

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Book: Rebel Ideas by Matthew Syed

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Video: A virtual interview with author Ibram X. Kendi on The difference between being 'not racist' and anti-racist

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Ibram X. Kendi: The difference between being "not racist" and antiracist

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There is no such thing as being "not racist," says author and historian Ibram X. Kendi. In this vital conversation, he defines the transformative concept of antiracism to help us more clearly recognize, take responsibility for and reject prejudices in our public policies, workplaces and personal beliefs.

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Audio recording: For Dalloway Day 2020, artist and social historian S. I. Martin (founder of the 500 Years of Black London walks) narrates There We Stop, There We Stand, a stroll from the National Portrait Gallery to Tottenham Court Road on the trail of black Soho during the Bloomsbury period.

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published on

Join artist and social historian S. I. Martin (founder of the 500 Years of Black London walks) for an interactive audio tour: 'There We Stop; There We Stand', a stroll from the National Portrait Gallery to Soho Square on the trail of black Soho during the Bloomsbury period. This playlist features separate tracks for each section of the tour. Accompanying this audio tour is an interactive map, with images and full commentary, which you can follow along: https://bit.ly/ThereWeStop This audio tour and interactive map is part of the Royal Society of Literature's Dalloway Day 2020, which investigates what Virginia Woolf's words still do to challenge and interrogate attitudes to class, race, mental health and sexuality. We are familiar with Virginia Woolf's Soho from her well-known visits to Charing Cross bookshops, the market stalls of Berwick Street and meals taken at her favourite Franco-Italian restaurant behind the Palace Theatre. But early 20th century Soho's reputation, as a cosmopolitan playground for the liberal arts intelligentsia, can blind us to the fact that it was also a place of refuge and recreation for black Londoners. Special thanks to the National Portrait Gallery for providing the images which accompany most stops on the tour.

Genre

Storytelling

License: all-rights-reserved

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'There We Stop; There We Stand' - an audio walking tour with S. I. Martin by Royal Society Literature

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Join artist and social historian S. I. Martin (founder of the 500 Years of Black London walks) for an interactive audio tour: 'There We Stop; There We Stand', a stroll from the National Portrait Gallery to Soho Square on the trail of black Soho during the Bloomsbury period.

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Video: Talk "The battle of Britishness in the age of Brexit" by poet, rapper and educator Akala (Kingslee James Daley), filmed at the Convention on Brexit & the Political Crash, May 12th, 2017

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Akala: "The battle of Britishness in the age of Brexit"

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TV programme:
Black and British: A Forgotten History: a four-part BBC series in which historian David Olusoga explores the enduring relationship between Britain and people whose origins lie in Africa.

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BBC Two - Black and British: A Forgotten History

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A look at the relationship between Britain and people whose origins lie in Africa.

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Video:  'Putting Feelings into Words: Racism and Wellbeing in Universities', the inaugural professorial lecture by Professor Shirley Ann Tate at Leeds Beckett University

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Professorial Inaugural lecture, Shirley Anne Tate

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Book: A FLY Girl’s Guide To University: Being a Woman of Colour at Cambridge and Other Institutions of Elitism and Power, by
Lola Olufemi, Odelia Younge, Waithera Sebatindira, and Suhaiymah Manzoor-Khan

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Video: Chimamanda Ngozi Adichie and Reni Eddo-Lodge in conversation at Southbank Centre in March 2018

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Chimamanda Ngozi Adichie in conversation with Reni Eddo-Lodge

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Why have just one best-selling author on your stage when you can have two? As part of Women of the World 2018, the multi-award-winning writer Chimamanda Ngozi Adichie joined Reni Eddo-Lodge, author of the acclaimed Why I'm No Longer Talking to White People About Race, on our Royal Festival Hall stage for a very special talk event.In this fascinating recording of their discussion, the pair explore pressing cultural issues from the time of recording - March 2018 - including blogging, social media and discussions on race.

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Book: Biased: Uncovering the Hidden Prejudices That Shape Our Lives, by Jennifer Eberhardt

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Video: Civil rights activist Angela Davis on Channel 4 News

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Angela Davis: ‘This moment holds possibilities for change we have never before experienced'

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Book: Eloquent Rage: A Black Feminist Discovers Her Superpower, by Brittney Cooper

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Video: Striking the Empire, a conversation between Akala and David Olusoga at London's Southbank Centre in autumn of 2018, chaired by June Sarpong

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Podcast: Akala and David Olusoga, Striking the Empire

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In the autumn of 2018, we were joined by two prominent and much-respected cultural figures for a special talk as part of our London Literature Festival.

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Podcast: Witness Black History, A BBC World Service podcast of interviews with people who were there at key moments in black and civil rights history

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We and our partners use cookies to personalize your experience, to show you ads based on your interests, and for measurement and analytics purposes. By using our website and our services, you agree to our use of cookies as described in our Cookie Policy.

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Book: Womanish: A Grown Black Woman Speaks on Love and Life, by Kim McLarin

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Podcast: Layla F. Saad hosts Good Ancestor, an interview series with change-makers and culture-shapers

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We and our partners use cookies to personalize your experience, to show you ads based on your interests, and for measurement and analytics purposes. By using our website and our services, you agree to our use of cookies as described in our Cookie Policy.

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Listen to Good Ancestor Podcast on Spotify. An interview series with change-makers & culture-shapers exploring what it means to be a good ancestor. Hosted by globally respected speaker, anti-racism educator, and New York Times bestselling author of Me and White Supremacy, Layla F. Saad.

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Book: So You Want to Talk About Race, by Ijeoma Oluo

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Book: Me and White Supremacy:

How to Recognise Your Privilege, Combat Racism and Change the World, by Layla F. Saad

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Podcast: The Echo Chamber Pod - Jade and Ez discuss issues from their perspective as black, working class women in Britain.

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Welcome to The Echo Chamber Pod. We discuss issues that we hope will resonate among Black British people, speaking from our perspective as black, working class women. You can get in touch with us on: theechochamber@mail.com Follow us on Twitter @echochamberpod_ & Instagram @theechochamberpod

The Echo Chamber Podcast's tracks

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Welcome to The Echo Chamber Pod. We discuss issues that we hope will resonate among Black British people, speaking from our perspective as black, working class women. You can get in touch with us on: theechochamber@mail.com Follow us on Twitter @echochamberpod_ & Instagram @theechochamberpod

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Podcast: Intersectionality Matters, with Kimberlé Crenshaw

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On this Black Girl Roundtable, Kimberlé is joined by Rep. Barbara Lee, Alicia Garza, Kirsten West Savali, and Barbara Arnwine for a dynamic conversation about the Vice Presidential debate, vote suppression, Trump's increased popularity with men of color, and the gentrification of the Democratic Party.

Featuring:
BARBARA ARNWINE - President and Founder, Transformative Justice Coalition; President Emeritus of the Lawyers' Committee for Civil Rights Under Law
ALICIA GARZA - Co-Founder, Black Lives Matter; Principal, Black Futures Lab
REP. BARBARA LEE - U.S. Representative for California's 13th congressional district
KIRSTEN WEST SAVALI - Executive Producer, Essence Magazine

In this episode, Kimberlé speaks with six leading scholars about the legacy of Supreme Court Justice Ruth Bader Ginsburg, the Court's largely undersung role in the battle for our democracy, and the profound consequences of the Left's failure to prioritize the courts over the last several decades.

DEVON CARBADO - Professor of Law, UCLA; Author, Acting White? Rethinking Race in "Post-Racial" America
ERWIN CHEMERINSKY - Dean, UC Berkeley School of Law; Author, We the People: A Progressive Reading of the Constitution for the Twenty-First Century
SUZANNE GOLDBERG - Professor of Law, Columbia; Founding Director, Sexuality & Gender Law Clinic at Columbia
CHERYL HARRIS - Professor of Law, UCLA; Author, "Whiteness as Property"
SHERRILYN IFILL - President and Director-Counsel, NAACP Legal Defense Fund
MELISSA MURRAY - Professor of Law, NYU, Author, "The Equal Rights Amendment: A Century in the Making"

On this episode, Kimberlé Crenshaw is joined by Dina Wright Joseph, director of AAPF's Young Scholars Program, a leadership pilot program designed to develop a new generation of intersectional researchers, and to build community. Featuring the voices of 12 young Black women from universities around the country, this episode explores the profound impact that COVID-19 has had on young Black women and their communities, and AAPF's efforts to build a virtual community to address it.

With Dina Wright Joseph and AAPF's Young Scholars Program (full bios available: aapf.org/ysp-dualpandemics)

On this episode, six leading politicians, cultural critics, and political activists come together to discuss politics, Kamala Harris' historic vice presidential candidacy, and the intersection of racism and sexism in the 2020 election.

Featuring:
BARBARA ARNWINE - President and Founder, Transformative Justice Coalition
DONNA BRAZILE - Veteran Democratic political strategist
STATE'S ATTY. KIM FOXX - State's Attorney for Cook County, Illinois
REP. MAXINE WATERS - U.S. Representative for California's 43rd congressional district
KIRSTEN WEST SAVALI - Executive Producer, Essence Magazine

On this episode, Kimberlé Crenshaw is joined by the revolutionary and genre-defying writers N.K Jemisin and Saidiya Hartman, whose work demands a radical reimagination of our present by archiving and writing the violence of the past into imaginations of a limitless future. By inserting Black women into narrative spaces that they have largely been written out of, these women illustrate first hand how we can resist narrative erasure and become the authors of our own stories.

SAIDIYA HARTMAN - Professor and scholar of African American literature and history, Columbia University; Author of Wayward Lives, Beautiful Experiments; 2019 MacArthur Fellow
N.K. JEMISIN - Science fiction and fantasy writer; Author of the Broken Earth series, the Inheritance Trilogy, and the Dreamblood Duology; Winner of 3 Hugo Awards

As the vicious spike in COVID's case count rocks the nation, this installment of "Under the Blacklight" focuses on the off-staging of race after weeks of protests about racial injustice. We ask: What has become of the supposed reckoning with white supremacy since George Floyd's death? After weeks of uncovering the legacies of racism, are we at the bottom of a Sisyphusian hill again in insisting that race is as newsworthy in the disproportionate deaths of African Americans to COVID as it has been in the weeks of protest over police violence? And why has it been so difficult to connect the two?

On this installment of "Under the Blacklight," the mothers and sisters of the #SayHerName Movement -- Fran Garrett, Rhanda Dormeus, Maria Moore, Sharon Cooper, Gina Best, and Sharon Wilkerson -- join Kimberlé Crenshaw for a very special episode. Through telling the stories of their loved ones, the women weave together the experiences that bring them together in a sisterhood of both sorrow and strength.

Support the #SayHerName Campaign: aapf.org/support shn

Support Say Her Name: The Lives That Should Have Been (Original Play): http://bit.ly/shnplay

On September 5, 2015, India Kager and Angelo Perry drove to Virginia Beach to introduce their 4-month-old baby Roman, to Angelo's family. Unbeknownst to them, Virginia Beach police were tailing their car and while India, Angelo, and Roman were parked at 7/11, a SWAT team threw a flash bang grenade and opened fire on their car. 4 officers fired over 51 rifle rounds into India's car, while baby Roman sat in the back seat, killing Angelo and India within seconds. Virginia Beach police Chief Jim Cervera would later say India's killing was an accident.

In this episode of Intersectionality Matters!host Kimberlé Crenshaw speaks with India Kager's mother, Gina Best, about her memories of India, a "beautiful, soft-spoken poet." She describes the anguish of never hearing from the police except to receive a bill for the destruction of the car her daughter was murdered in. While she waited for a call that would never come, officers pulled her daughter's body out of the car and left it on the cold ground overnight. As India's family desperately sought out information on his whereabouts, police handed India's baby, Roman, over to foster parents.

Learn More About & Support the #SayHerName Movement: aapf.org/supportshn

On Episode Ten of "Under The Blacklight," Alicia Garza, Robin D.G. Kelley, Devon Carbado, Maria Moore, and special guest Minnesota A.G. Keith Ellison join Kimberlé Crenshaw for an emergency episode titled "The Fire This Time." Together, these five essential thinkers examine the historic moment of social and political mobilization that George Floyd's death sparked just two weeks prior. Folding in tragic and illuminating elements of the #SayHerName campaign, Critical Race Theory, and activist know-how, the conversation crosses modalities to explore these world-shifting times.

KEITH ELLISON - Minnesota Attorney General and Lead Prosecutor in George Floyd CaseALICIA GARZA - Co-Founder of Black Lives Matter, Principal at Black Futures Lab, and Special Projects Director at the National Domestic Workers AllianceDEVON CARBADO - Legal scholar in Critical Race Studies scholar at UCLA School of Law and the author, with Mitu Gulati of Acting White? Rethinking Race in "Post-Racial" America
MARIA MOORE - Member of the #SayHerName Family Network and the sister of Kayla Moore, a Black transgender woman killed by Berkley policeROBIN D.G. KELLEY - Professorof American History at UCLA and the author of Race Rebels: Culture Politics and the Black Working Class, Freedom Dreams: The Black Radical Imagination, and "Thelonious Monk: His Story, His Song, His Times

On Episode Nine of "Under The Blacklight," Kiese Laymon, Viet Thanh Nguyen, and Arundhati Roy join Kimberlé Crenshaw to mine the complexities of narrative construction amid disaster, and to help us shine the blacklight on the stories and counter-stories that shape the future and help us understand the past.

KIESE LAYMON - Author of Long Division and Heavy; Professor, University of Mississippi;
ARUNDHATI ROY - Writer and activist; Booker Prize winning author of The God of Small Things
VIET THANH NGUYEN - Prize winning author of The Sympathizer; Professor, University of Southern California

On Episode Seven of "Under The Blacklight," Carol Anderson, Alex DiBranco, Joseph Lowndes, Mab Segrest, Dorian Warren, and Jason Wilson unpack the central role that ideological Whiteness continues to play in the US response to COVID-19, including ongoing efforts -- on the part of individuals and institutions alike -- to unlock the lockdown.

CAROL ANDERSON - Chair & Professor of African American Studies, Emory University; Author of White Rage: The Unspoken Truth of Our Nation's Divide
ALEX DIBRANCO - Co-founder and Executive Director of the Institute for Research on Male Supremacism
JOSEPH LOWNDES - Professor, U of Oregon; Co-author, Producers, Parasites, Patriots: Race and the New Right-Wing Politics of Precarity
MAB SEGREST - Professor emeritus of Gender and Women's Studies, Connecticut College; Organizer with Southerners on New Ground (SONG), Showing Up for Racial Justice (SURJ)
DORIAN WARREN - President of the Center for Community Change Action (CCCA) and Vice-President of the Center for Community Change (CCC)
JASON WILSON - Journalist who specializes in far-right, white supremacist, and right-wing movements; Writes for The Guardian

On Episode Six of "Under The Blacklight," Josie Duffy Rice, Nina A. Kohn, Marc Lamont Hill, Rebecca Nagle, Ravi Ragbir, and Alyosxa Tudor map the devastating path of COVID through various locations of confinement - including prisons and jails, immigration detention centers, Native country, nursing homes, and the home - and examine the historical precedents, ideological frameworks, and surprising intersections between these seemingly separate sites that inform this movement and offer us a path forward.

JOSIE DUFFY RICE - Journalist and Lawyer; President of The Appeal; Host of Justice in America
NINA A. KOHN - Visiting Professor of Law, Yale; Professor of Law,, Syracuse University; Elder Rights Advocate
MARC LAMONT HILL - Best-selling author and journalist; Professor, Temple University; Host, BET News
REBECCA NAGLE - Writer, community organizer, host of This Land Podcast
RAVI RAGBIR - Immigrant rights activist; Executive Director, New Sanctuary Coalition of New York
ALYOSXA TUDOR - Senior Lecturer in Gender Studies, the Centre for Gender Studies at SOAS, University of London

In the third episode in our new series, "Under the Blacklight: The Intersectional Vulnerabilities that COVID Lays Bare" (originally aired over Zoom April 8th), six incredible change-makers - Rosa Clemente (organizer and journalist; President and Founder of Know Thyself Productions), Asali DeVan Ecclesiastes (Executive Director, Ashé Cultural Arts Center in New Orleans), Dallas Goldtooth (Keep It in the Ground Organizer, Indigenous Environmental Network), Daniel HoSang (Associate Professor of Ethnicity, Race & Migration, Yale University), Mari Matsuda (Professor of Law, University of Hawaii), and Rinku Sen (Racial justice strategist and writer; Co-president, Women's March board) - join host Kimberlé Crenshaw for a conversation about building collective resistance and power in the time of COVID-19.

In the coming weeks, we'll continue hosting live events that bring together artists, activists, thought leaders, scholars, service-providers and others on the frontlines of the fight against COVID-19. Each Wednesday we'll bring you a virtual conversation over Zoom, which will be released as an episode of Intersectionality Matters! the following week.

In the second episode in our new conversation series, "Under the Blacklight: The Intersectional Vulnerabilities that COVID Lays Bare" (originally aired over Zoom April 1st), five incredible change-makers join host Kimberlé Crenshaw for a conversation about building collective resistance and power in the time of COVID-19.

Saru Jayaraman and Mily Treviño-Sauceda illuminate the impact of the current crisis on workers in the restaurant and agriculture industries; Naomi Klein explains how governments around the world are using this disastrous moment to push through legislation that would otherwise be roundly dismissed as dangerously authoritarian; Dara Baldwin talks about the dehumanizing and ableist rationing programs being advanced in states like Alabama, Kansas, and Washington; and Janine Jackson critiques, among other things, the corporate media's "lives v. livelihood" framing that has dominated news cycles in recent weeks.

In the coming weeks, we'll continue hosting live events that bring together artists, activists, thought leaders, scholars, service-providers and others on the frontlines of the fight against COVID-19. Each Wednesday we'll bring you a virtual conversation over Zoom, which will be released as an episode of Intersectionality Matters! the following week.

Featuring:
DARA BALDWIN - Director of National Policy, Center for Disability Rights
JANINE JACKSON - Program Director, Producer & Host of FAIR
SARU JAYARAMAN - President, One Fair Wage; Co-Founder, ROC United
NAOMI KLEIN - Gloria Steinem Chair for Media, Culture and Feminist Studies, Rutgers University; author of The Shock Doctrine
MILY TREVINO-SAUCEDA - Vice President and Co-Director, Alianza Nacional de Campesinas

On this episode of Intersectionality Matters, Kimberle Crenshaw is joined by two timely voices -- Ashton Applewhite, author of This Chair Rocks: A Manifesto Against Ageism, and Willie "J.R." Fleming, Executive Director of the Chicago Anti-Eviction Campaign -- to discuss how ageism, and its varying intersections with race, class, ability, and gender, is materializing in the fight against COVID-19.

Applewhite and Crenshaw highlight institutional and cultural prejudices that pre-date the novel coronavirus' sweep of the United States, especially foregrounding the consequences of America's commercialization and valorization of white youth. Applewhite implores listeners to pursue a society that "acknowledges the real differences, weaknesses, [and] good things about every stage of life without organizing them into a system of social inequality," and articulates how our failure to do so "is a huge reason, globally, for our laxness [in responding to corona]." Next, Kimberlé Crenshaw speaks with J.R. Fleming about Chicago's recent decision to put polling stations in low-income public housing, disproportionately occupied by older Black individuals, and how such a decision is microcosmic of Black people's long-time treatment as expandable in America.

The past several weeks have prompted unprecedented levels of turmoil and unpredictability due to rising alarm over COVID-19. While American society has taken precautionary measures to counter the spread of the virus, those most vulnerable to societal neglect remain most impacted. Coronavirus did not create the stark social, financial, and political inequalities that define life for so many Americans, but it has made them more strikingly visible than any moment in recent history. Unfortunately, some of the intersectional dimensions of these structural disparities remain undetected and unreported.

On Wednesday March 25th, Intersectionality Matters teamed up with the African American Policy Forum (AAPF) to premiere a new virtual conversation series entitled "Under the Blacklight: The Intersectional Vulnerabilities that COVID Lays Bare". On this episode, you'll hear a condensed version of that conversation, which featured six incredible speakers and drew an audience of 1,300 people over Zoom.

In the coming weeks, we'll continue hosting live events that bring together artists, activists, thought leaders, scholars, service-providers and others on the frontlines of the fight against COVID-19. Each Wednesday we'll bring you a virtual conversation over Zoom, which will be released as an episode of Intersectionality Matters! the following week.

December 14th, 2019 marks the fifth anniversary of the Say Her Name campaign, a movement founded to raise awareness of the names and stories of Black women, girls and femmes killed by police, and to provide support to the families affected.

The campaign has produced a groundbreaking report expanding the conversation on police violence so that it foregrounds the experiences of Black women and girls, earned a nod in a tweet from a major presidential candidate, developed a multimedia arts-activism venture called Say Her Name: The Lives That Should Have Been, and convened the #SayHerName Mothers Network, a community for mothers of Black women lost to police violence.

But none of these developments would be possible without the courage, resilience and ingenuity of Fran Garrett, the mother of Michelle Cusseaux. Cusseaux, a 50-year-old Black woman, was shot and killed on August 14, 2014 by Officer Percy Dupra while Phoenix police were trying to serve a mental health wellness check. Her life was taken just days after the police killing of Ferguson, MO teenager Mike Brown became national news, sparking nationwide outrage and galvanizing the modern movement for Black lives. To help Cusseaux's story gain resonance in its own right, Garrett led a group of local activists in marching her daughter's casket through downtown Phoenix, calling for an outside agency to investigate the shooting and a slew of reforms aimed at racial justice and mental health parity.

It was this brave act that drew the attention of the African American Policy Forum, which catalyzed the Say Her Name campaign and the delineation of a throughline linking the loss of Cusseaux with countless other Black women like her lost too soon to state violence. Garrett's bid for broader attention to the cause was amplified a few months later at the Millions March NYC, where AAPF made an intersectional intervention by saying the names of Michelle and other slain Black women to politicize their legacies alongside the demands made on behalf of Brown and other victims of police violence.

On this special episode of Intersectionality Matters, Kimberlé Crenshaw dives deep with Fran Garrett to go beyond the headlines for the unvarnished truth on the unspeakably tragic loss of a beloved Phoenix community member. Tune in as they take stock of the movement's progress five years in and assess the headway still to be made in making Black women's vulnerability to police violence fully legible as a social problem.

There's a natural hair boom among women of African descent. Kinky, curly and coily hairstyles have joined cornrows, locks and twists as just a few of the looks that Black women, girls and femmes are rocking confidently and unapologetically. This Black hair renaissance is reshaping what we see in fashion magazines, on television, in classrooms, and even in boardrooms. But constant vigilance is the price of freedom, with the exception of new legislation in California and New York, it remains true that anti-discrimination laws nation-wide do virtually nothing to protect Black people from getting fired, suspended, and otherwise disciplined for wearing their natural hair.

In 2012, Vanessa Van Dyke was threatened with expulsion by her Florida middle school unless she "tamed" her natural hair. Tiana Parker was told by her school that her dreadlocks were faddish and unacceptable. In 2013, Melphine Evans, a top executive at British Petroleum, says she was fired for wearing braids and dashikis to work. And in 2016, Chastity Jones lost her case against an employer who withdrew her job offer for refusing to cut off her natural locs.

On this special episode of Intersectionality Matters, Kimberlé Crenshaw dishes with Mixed-ish star and PATTERN founder Tracee Ellis Ross on their respective journeys towards loving their own natural hair, aesthetic freedom, and how the current convulsive political moment is expanding the social justice imaginary. We also hear from award-winning journalist Brittany Noble Jones about her personal experience with hair discrimination in the workplace and modeling self-love for the next generation. Tune in for an inspiring look at Black women's tireless advocacy for life, liberty and the pursuit of nappyness.

In the rare instances when the United States grudgingly acknowledges its debt to chattel slavery, the country usually imagines a faint residue of racism as the primary contemporary consequence. The gendered dimensions of the peculiar institution--namely, the codification of rape and the commodification of Black women's reproductive capacity-- are often excluded from the ledger.

Consider, for instance, the active trade market for enslaved wet nurses that flourished in the 19th century. This market turned enslaved women's bodies into capital, and entrenched the myth that the supposed pathologies of enslaved women could be passed down to children, both through birth and through nursing. More than 100 years later in 1996, President Clinton signed into law the Personal Responsibility and Work Opportunity Reconciliation Act, which largely dismantled federal entitlement programs. The bill was motivated in part by anxieties about the "black welfare queen," the image of a black woman having children just to receive a welfare check. Implicit in this stereotype are notions of black female depravity and dangerous childbearing. In this respect, there's a direct connection between the trade of enslaved wet nurses and a piece of legislation passed over a century later, and the thread that connects these two events informs race and gender politics of the present day.

In this episode, Kimberlé Crenshaw chops it up with Dorothy Roberts, a professor at the University of Pennsylvania and a leading scholar in race, gender, bioethics, and the law. In a conversation that merges intersectional inquiry with The 1619 Project, which interrogates America's history of slavery in order to understand racial disparities in 2019. Crenshaw and Roberts shed light on the lasting consequences of slavery, segregation, and white supremacy and their impact on Black women specifically. Their timely conversation highlights the relationship between the legacy of slavery and instances of modern oppression against Black women, such as the curbing of welfare, forced sterilization, and mass incarceration. READ MORE

June 28th marks the 50th anniversary of the Stonewall Uprising, the wrenching demonstration against a police raid on the Stonewall Inn, a gay bar and refuge for queer and trans people in Lower Manhattan. The courageous act of resistance that took place over the course of several days in 1969 is widely perceived as the catalyst to the modern LGBTQ+ liberation movement in the United States.

As Pride month reaches an exuberant crescendo this weekend with World Pride in NYC, an event that's one part party, one part protest, questions about the trajectory, priorities, and composition of the movement persist, including how to best foreground the lives and concerns of members of the LGBTQ+ community whose experience is filtered through the interstices of more than one form of oppression.

On this episode, host Kimberlé Crenshaw ponders these questions with two of the movement's torchbearers: Barbara Smith, trailblazing Black feminist and co-founder of the Combahee River Collective, Lady Phyll, co-founder and executive director of UK Black Pride. Tune in for their fascinating insights on living in the overlapping margins of race, gender and sexuality, the future of LGBTQ activism and their commitments to retrieving the experiences of queer Black women from a location that resists telling. READ MORE

You've probably heard the phrase "Love means never having to say you're sorry"--the misguided notion that love eliminates the need for apology. In politics, the love that mutes apologies is often same-party affinity--as in, "we know we're on the same side" so accountability is unnecessary. Yet it's more likely that the contrary is true: love as well as coalition demand an openness to saying "I'm sorry," for without it, justice is impotent.

But what are the consequences when apologies don't materialize? Is letting it go really the only way to think about healing, both emotionally and politically?

In this episode of Intersectionality Matters, host Kimberlé Crenshaw talks to Tony award-winning playwright and activist Eve Ensler about her groundbreaking new book The Apology and how the withholding that is the touchstone of the inviolable code of silence among men can be broken. Ensler discusses the journey she traveled to conjure the apology she needed from her late father for sexual and physical abuse.

We also hear from philosopher Kate Manne on himpathy, the term she coined to describe the disproportionate and inappropriate sympathy powerful men often receive in cases of sexual assault and other forms of gendered violence. Himpathy, she explains, may help us understand how some women who stood by Anita Hill are now embracing Joe Biden's candidacy despite his failure to fully come to terms with his role in in her heinous treatment during Clarence Thomas's senate confirmation hearings in 1991.

Both Manne's and Ensler's interviews illustrate the grim reality that men are often socialized to deny their commission of gender-based harm, and that many of us are socialized to condone that very inability to accept blame- sometimes to the degree that we position men who have victimized others as victims themselves. Tune in for a thought-provoking exploration of what it could mean for perpetrators and bystanders to genuinely confront and atone for violence they've either committed or enabled. READ MORE

After hip hop icon Dr. Dre brutally assaulted trailblazing emcee and television personality Dee Barnes in 1991, his career continued to skyrocket while she was effectively blacklisted from the entertainment industry. Nearly three decades later, Dre, who has allegedly assaulted several other women in addition, continues to enjoy a decorated career in which his heinous misdeeds have become mere footnotes. The combination of racism and patriarchy is the condition of possibility that allows Beats by Dre to be well-known commodities while beatings by Dre remain largely overlooked.

As part of their fifth annual event series, Her Dream Deferred: A Week on the Status of Black Women, the African American Policy Forum convened a panel called "Black Women and #MeToo". Along with Dee, the panel included such leading lights as actor and Times Up WOC activist Rashida Jones, supermodel and Bill Cosby accuser Beverly Johnson, cultural critic Jamilah Lemieux, historian Stephanie E. Jones-Rogers, #MuteRKelly co-founder Kenyette Tisha Barnes in conversation with AAPF Executive Director and Intersectionality Matters host Kimberlé Crenshaw.

The panel uplifted the unsung genealogy of the Me Too movement by acknowledging forerunners like Tarana Burke, who coined the hashtag Me Too to raise awareness around the question of Black women's vulnerability, and Anita Hill, who told the world her story about what a Supreme Court nominee had done to her as a young lawyer. Black feminists like bell hooks and Alice Walker were recognized also for laying bare the realities of gender-based violence that impacts Black women. Tune into this profound and pathbreaking episode of Intersectionality Matters for a thorough post-mortem on the powerful insights shared on the panel, as well as a look into what the movement's path forward might look like. READ MORE

R. Kelly's serial abuse of Black women and girls has been one of the entertainment industry's worst-kept secrets for the entirety of the 21st century. In the mid 90s, Kelly was romantically linked with and even briefly married to 15-year-old singer Aaliyah, for whom he wrote and produced the incriminatory hit "Age Ain't Nothing But a Number." An explicit bootleg tape which appeared to feature Kelly abusing yet another teenage girl circulated on street corners as early as 2001. In 2017, a Buzzfeed exposé alleged that the man who famously crooned "I'm a bad man/And I'm not ashamed of it" held several women captive in his home in a cult-like harem. Yet it took the convergence of the #MuteRKelly movement, the January 2019 release of documentary Surviving R. Kelly and popular culture's broader reckoning with the pattern of sexual violence perpetrated by powerful men for the self-proclaimed Pied Piper of R&B to face consequences for orchestrating his salacious symphony. At long last, Kelly has now been charged with 10 counts of aggravated criminal sexual abuse involving four women, three of whom were minors at the time.

On this timely and trenchant episode of Intersectionality Matters, host Kimberle Crenshaw goes beyond the sheet music with #MuteRKelly co-founder Kenyette Barnes to rupture the rhythm Kelly has used to give Black women and girls the blues for decades. READ MORE

On August 1, 2016, Baltimore County police arrived at the Randallstown, Maryland apartment of 23-year-old Korryn Gaines to serve a warrant alleging that she had failed to appear in court. Gaines, who had miscarried twins as a consequence of improper treatment while being held in connection with a traffic stop, had received paperwork for the stop that did not provide the date on which she was expected to appear. A month prior to the day officers descended on her home, Gaines had visited the police station seeking clarification about her court date, only to be told that the officer who had issued the paperwork was unavailable. When Gaines noticed police attempting to force entry that day in August, she sat down in her living room with a legally owned firearm, and a 6-hour standoff ensued. Gaines had amassed a sizable online following via her activism and poetry, and narrated the sequence in real time on Facebook Live until the social media portal shut her page down per police request. During the 6-hour standoff, Gaines relocated to her kitchen, at which point Officer Royce Ruby, Jr. fired at Gaines from outside her apartment. Officer Ruby then entered the apartment and shot Gaines three more times. One of the bullets passed through Gaines and wounded her young son, who survived but sustained lifelong disabling injuries. County prosecutors concluded that the killing of Gaines was justified, and Officer Ruby was not criminally charged. READ MORE

Donald Trump's path to power was littered with attacks on Muslims, women, immigrants, people of color, people with disabilities, people who are undocumented, and people who are queer. And these communities have suffered under his administration. The November 6th election presents an opportunity to put significant checks on Trumpism. There is no lack of clarity about what is at stake, but the ability to fight back effectively turns on the ability of all of these constituencies to see common cause and to overcome concerted efforts to keep them from voting. On this special preview of Intersectionality Matters!, we talk to two African American women leading the fight for our democracy: Barbara Arnwine, Founder of both the Transformative Justice Coalition and Election Protection, the nation's largest nonpartisan voter protection coalition; and Kristen Clarke, Executive Director of the Lawyer's Committee on Civil Rights Under Law. Clarke is leading the court challenge against Georgia's vote suppression tactics in the face of the historic campaign being waged by Stacey Abrams, a candidate who may make history by becoming the first African American woman to be elected governor. These eye-opening interviews by Kimberlé Crenshaw address critical issues presented in this election, and explore what more we must do after November 6th to ensure intersectional justice for all.

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On this Black Girl Roundtable, Kimberlé is joined by Rep. Barbara Lee, Alicia Garza, Kirsten West Savali, and Barbara Arnwine for a dynamic conversation about the Vice Presidential debate, vote suppression, Trump's increased popularity with men of color, and the gentrification of the Democratic Party.

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Video: Black History Matters, by Don John

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Black History Matters | Don John | TEDxSouthampton

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Video: Celebrating Britain's rich black history, by Paul Reid

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Celebrating Britain's rich black history: Paul Reid at TEDxBrixton

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Book: Little Black Book: A Toolkit for Working Women, by Otegha Uwagba

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Video: Black British History We're Not Taught in Schools by David Olusoga

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Alt History: Black British History We’re Not Taught in Schools - BBC Stories

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Book: Black and British by David Olusoga

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Book: How to be an Antiracist, by Ibram X. Kendi

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Podcast: Scene on Radio episode 'How Race Was Made' by John Biewen, with guest Chenjerai Kumanyika

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March 1, 2017
For much of human history, people viewed themselves as members of tribes or nations but had no notion of "race." Today, science deems race biologically meaningless. Who invented race as we know it, and why? By John Biewen, with guest Chenjerai Kumanyika.
Photo: The Monument to the Discoveries, Lisbon, Portugal. The highlighted figure in the center is an effigy of Gomes Eanes de Zurara. The figure at the top right is Prince Henry the Navigator. Photo by Harvey Barrison. Download a transcript of the episode.

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For much of human history, people viewed themselves as members of tribes or nations but had no notion of "race." Today, science deems race biologically meaningless. Who invented race as we know it, and why? By John Biewen, with guest Chenjerai Kumanyika. Photo: The Monument to the Discoveries, L

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Podcast: About Race with Reni Eddo-Lodge, featuring key voices from the last few decades of anti-racist activism

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My name is Reni Eddo-Lodge.

About four years ago, I wrote these words, and my life changed forever

I'm no longer talking to white people about race. Not all white people, just the vast majority who refuse to accept the legitimacy of structural racism and it's symptoms. I can no longer engage with the emotional disconnect that white people display when a person of colour articulates their experience. You can see their eyes shut down and harden...[ FADE]

The blog post became the book, and the book sparked a national conversation.

[clips of podcast interviews CTRL ALT DELETE, MELANIN MILLENNIALS, IT'S NOT A RACE]

That was unexpected and interesting. But i've always been very wary of being seen as the sole representative of a wide ranging anti-racist movement. So in this podcast, we're going to keep up the conversation. I want to know about where we once were, where we are now, and if literally anything has changed.

Welcome to About Race with Reni Eddo-Lodge.

Tune in on 22nd March. You can subscribe on Apple Podcasts, Audioboom, RadioPublic or your favourite podcast app. Watch out for updates on aboutracepodcast.com.

This series is funded by Arts Council England.

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Trailer - About Race with Reni Eddo-Lodge

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My name is Reni Eddo-Lodge. About four years ago, I wrote these words, and my life changed forever I'm no longer talking to white people about race. Not all white people, just the vast majority who refuse to accept the legitimacy of structural racism and it's symptoms. I can no longer engage with the emotional disconnect that white people display when a person of colour articulates their experience.

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Book: Safe: On Black British Men Reclaiming Space, edited by Derek Owusu

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Video: Ijeoma Oluo on her book So You Want to Talk About Race

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Ijeoma Oluo: "So You Want to Talk About Race" | Talks at Google

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Podcast: Too Triggered by 2020 University of Reading School of Literature and Languages graduates Georgia Courtney-Cox and Yinka Olaniyan

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Too Triggered Podacst

Listen weekly to hear us analyse trending topics! As two university students we created this space to engage with topics outside of the classroom and our university bubble. Follow us on Twitter @podcast_too

Too Triggered Podcast's tracks

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Listen weekly to hear us analyse trending topics! As two university students we created this space to engage with topics outside of the classroom and our university bubble. Follow us on Twitter @podcast_too

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Book: The Clapback: Your Guide to Calling Out Racist Stereotypes, by Elijah Lawal

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Book: Race and Class in the Ruins of Empire, by Akala

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Book: 'I Will Not be Erased': Our Stories About Growing Up as People of Colour, by Gal-dem

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Book: Why I'm No Longer Talking To White People About Race, by Reni Eddo-Lodge

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Video: Akala reads from his book Natives: Race and Class in the Ruins of Empire

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Akala - Natives: Race and Class | 'Born In The 80s' (Live Reading)

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Book: White Privilege: The Myth of a Post-Racial Society, by Kalwant Bhopal

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Book: White Privilege Unmasked, by Judy Ryde

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Book: White Fragility: Why It's So Hard for White People to Talk About Racism, by Robin DiAngelo

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Book: We Should All Be Feminists, by Chimamanda Ngozi Adichie

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Book: Taking Up Space: The Black Girl's Manifesto for Change, by Chelsea Kwakye and Ore Ogunbiyi

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Video: An Interview with Emma Dabiri

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Don’t Touch My Hair: an interview with Emma Dabiri

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Podcast: Growing Up with Gal-dem, Liv Little and Charlie Brinkhurst Cuff of Gal-dem magazine interview guests with their past diary entries, text messages and letters to uncover valuable lessons on growing up.

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Welcome to gal-dem's first ever podcast, Growing up with gal-dem. Over 6 episodes Liv Little and Charlie Brinkhurst Cuff invite a different guest to respond to old diary entries, text messages, or letters from their younger selves - nurturing important conversations about growing up. Join us for our first season where we speak to Candice Carty-Williams, Munroe Bergdorf, Sasha Keable, Naeem Davis, and Elizabeth Gabrielle Lee, and head up to Newcastle for a special live recording with Reni Eddo-Lodge, Mariam Khan and Anita Sethi.

Welcome to gal-dem's first ever podcast, Growing up with gal-dem. Over 6 episodes Liv Little and Charlie Brinkhurst Cuff invite a different guest to respond to old diary entries, text messages, or letters from their younger selves - nurturing important conversations about growing up. Join us for our first season where we speak to Candice Carty-Williams, Munroe Bergdorf, Sasha Keable, Naeem Davis, and Elizabeth Gabrielle Lee, and head up to Newcastle for a special live recording with Reni Eddo-Lodge, Mariam Khan and Anita Sethi.

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‎Growing up with gal-dem on Apple Podcasts

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‎Welcome to gal-dem's first ever podcast, Growing up with gal-dem. Over 6 episodes Liv Little and Charlie Brinkhurst Cuff invite a different guest to respond to old diary entries, text messages, or letters from their younger selves - nurturing important conversations about growing up. Join us for our...

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Video: Chimamanda Ngozi Adichie's TED Talk 'We Should All Be Feminists'

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Chimamanda Ngozi Adichie: We should all be feminists

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We teach girls that they can have ambition, but not too much ... to be successful, but not too successful, or they'll threaten men, says author Chimamanda Ngozi Adichie. In this classic talk that started a worldwide conversation about feminism, Adichie asks that we begin to dream about and plan for a different, fairer world -- of happier men and women who are truer to themselves.

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Book: Staying Power: The History of Black People in Britain, by Peter Fryer

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Book: Don't Touch My Hair, by Emma Dabiri

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Book: Slay in Your Lane: The Black Girl Bible, by Yomi Adegoke and Elizabeth Uviebinené

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Video:

Living in flux: navigating hyphenated identities, by Ore Ogunbiyi & Chelsea Kwakye

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Living in flux: navigating hyphenated identities | Ore Ogunbiyi & Chelsea Kwakye | TEDxLondonWomen

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Book: Racio-Linguistics: How Language Shapes Our Ideas About Race, edited by H. Samy Alim, John R. Rickford, and Arnetha F. Ball

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Video: Afua Hirsch on Race and Identity in Britain today

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Brit(ish): Afua Hirsch on race and identity in Britain today

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Video: Our Identity by Afua Hirsch

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Our identity | Afua Hirsch | TEDxTottenham

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Book: Looking Like a Language, Sounding Like a Race, by Jonathan Rosa

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Book: Brit(Ish): On Race, Identity and Belonging, by Afua Hirsch

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Book: Black, Listed: Black British Culture Explored, by Jeffrey Boakye