Aimed at teachers and trainee teachers, this book examines lived teaching and researching experiences which illustrate and challenge the inequities that arise in classrooms with diverse student bodies.
Invites readers to undertake active leadership addressing equity in their own contexts.
Aimed at teachers and trainee teachers, this book examines lived teaching and researching experiences which illustrate and challenge the inequities that arise in classrooms with diverse student bodies. The authors use ideas of intersectionality and hybridity to examine complex issues of race, in addition to language and language variety, religious practice, educational background, socioeconomic status, family and/or individual status, institutional culture, local context and historical memory.
Through honest and transparent reflection on real-life occurrences the book invites its readership to acknowledge the political and practical constraints under which they work, critically reflect on their own practice, and from this develop pedagogies and practical actions to better serve the communities within which they live and work.
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This exciting new edited volume explores how teachers, teacher educators, and researchers can build anti-racist communities by centering intersectional identities. Drawing from both US and global contexts, chapters invite authors to engage in critical reflection, dialogue, and concrete, sustained action toward more just classrooms, institutions, and coalition-based community partnerships. * Kendall A. King, University of Minnesota, USA * Through engagement with varied settings, methodologies, and approaches, each chapter of this book offers an opportunity for growth, discovery, and courage. Uniquely organized across within-group, cross-group, multilingual, and institutional perspectives, the volume provides educators and researchers with tangible pathways for sustained anti-racist collaboration and educational equity. * María Cioè-Peña, University of Pennsylvania, USA * Towards Building Anti-Racist Communities invites readers into honest, often uncomfortable conversations about race, language, power, and belonging. Through richly grounded chapters, contributors share lived experiences and pedagogical practices that show how anti-racist work is enacted, sustained, and reimagined across classrooms, institutions, and communities. * Nelson Flores, University of Pennsylvania, USA * This volume demonstrates how anti-racist communities are built when we honor differences, confront power, and act together. Through an intersectional lens, the chapters in this collection invite us to listen deeply and repair harm across identities. This is a timely book that reminds us that justice grows where courage meets care, solidarity replaces silence, and belonging becomes a daily, collective responsibility through sustained learning, accountability, and transformative love. * Fernando Naiditch, Montclair State University, USA *
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Invites readers to undertake active leadership addressing equity in their own contexts
Contributors
Acknowledgments
Preface
Part 1: Within-Group Perspectives
Chapter
1. Shelton K. Johnson and John E. Petrovic: Discussing Race and White
Emotionality: Teachers, Learners and Pedagogy
Chapter
2. Karen Julien and Lyn Trudeau: Balancing Emotional Safety and Brave
Accountable Spaces to Discuss Hard Truths about Race and Inclusion in Higher
Education Classrooms
Chapter
3. Darold Harmon Joseph, Chris Lanterman, Catharyn C. Shelton,
Christine K. Lemley, Jennie DeGroat, Alma Montemayor-Sándigo, James K.
Ingram and Hoda Harati: Where Are We From?: Drawing on 'Peoplehood' to
Humanize Higher Education Anti-Racist Work
Chapter
4. Yin Lam Lee-Johnson, Katherine OConnor and Jimmy Fuller:
Subversive Power of Intersectionality: Counterstory Analysis of Biracial and
Multiracial Microaggressions among School-Age Learners
Chapter
5. Laurie Hahn Ganser: Translanguaging Pedagogies in the Anti-Racist
Classroom
Part 2: Examining Perspectives across Groups
Chapter
6. Gertrude Tinker Sachs, Rihab Alsulami, Tonya DeGeorge, Brooks
Salter, Cheryll Thompson-Smith, Ethan Trinh and Sterline Caldwell: Coming to
Consciousness in a Teacher Education Doctoral Course through Paired Critical
Curriculum Development
Chapter
7. Luis E. Poza, Rebeca Burciaga, Marcos Pizarro, Heather Lattimer,
Saili Kulkarni, Sudha Krishnan, Kyoung Mi Choi, Robert Marx, Marcella
McCollum and Marisol Quevedo: Emancipatory Education as Praxis
Chapter
8. Atiya McGhee, Masumi Hayashi-Smith and Brett Collins: Race
Affinity Spaces: Complexities for Self-Identification
Chapter
9. Miriam Eisenstein Ebsworth and Timothy John Ebsworth: A Reflexive
Study of a Teacher and Teacher Educator: Addressing Conflicts of Identity,
Language, Values and Race
Part 3: Examining Multilingual Multiracial Issues
Chapter
10. Kristin A. Sinclair and Sabrina Wesley-Nero: 'If Not Me, Who?':
Working toward Anti-Racism through Race-Based Affinity Groups for Future
Education Professionals
Chapter
11. Aída Nevárez-La Torre and Xueyi Luo: Intersectionality of
Language, Race and Poverty in Education: Urban Teachers Perspectives
Chapter
12. Haidy G. Díaz: Understanding the Differences in Latinx
Communities to Better Understand Intragroup Culture
Chapter
13. Sayonara Tomoum and Theresa Austin: What, Me a Racist? Impact of
(Mis)identification in Complex Interracial Interactions in Higher Education
Part 4: Institutional/Community Perspectives
Chapter
14. Samina Hadi-Tabassum: Building Black and Brown Coalitions
Chapter
15. Kristen L. White, Laura M. Kennedy and Briana L. Bancroft: Using
Childrens Literature to Facilitate Anti-Racist Pedagogy: An
Interdisciplinary, Rural-Based Collaboration
Chapter
16. Shelley Wong, Dawn Hathaway, Sujin Kim, Nader Ayish, Anita
Bright, R. V. Pierre Rodgers and Anwar Hussein-Abdel Razeq: An Anti-Racist
Faculty Book Club: Multi-Voiced Dialogues for Self-Reflection and
Decolonizing Teacher Education
Chapter
17. Stella L. Smith, Kristin D. Medlin, Lauren A. Wendling and Katie
A. Evans: Infusing Anti-Racism into Community Engagement: A Community
Dialogue on Institutions of Higher Education
Chapter
18. Lauren Mark: Approaching Anti-Racism through Intersectionality,
Reciprocity and the Bittersweetness of Radical Listening
Index
Theresa Y. Austin is a Professor in the College of Education, University of Massachusetts, Amherst, USA. She is author of Engaging with Ethics in Multilingual Learning Communities (with H. Celibi Celikkran, 2025, Mouton De Gruyter).
Miriam Eisenstein Ebsworth is an Associate Professor in the Department of Teaching and Learning, New York University-Steinhardt, USA. She is co-editor of Language Maintenance, Revival and Shift in the Sociology of Religion (with R. Pandharipande and M. David, 2020, Multilingual Matters).
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