Anti-racism in Education

A powerful book comprising stories of anti-racist action by higher education scholars including researchers and teachers at various stages of their careers. Aimed at and relevant for anyone in education, it encourages reflection on the tolerance of racist structures and strategies to help enact positive change.

An edited volume, each chapter discusses the author's experiences of racism, including how they became part of anti-racist teaching activism through a growing understanding of the impact of racism in education. Common themes are highlighted throughout so readers can engage with relevant ideas and issues to draw inspiration for their own anti-racist action.

The book draws attention to the idea that while discussion is welcome, it should be a pre-cursor to focused action. It shows exactly how university lecturers, teachers and anyone involved in education can contribute in a meaningful way to the change that is needed. To promote critical thinking, each chapter includes challenging questions and suggested additional readings/resources.

Meet the editors and contributors

Foreword, by Khadija Mohammed

Introduction: Silence is not an option, by Geetha Marcus and Stefanie Van de Peer

Chapter 1: And still I rise, by Geetha Marcus

Chapter 2: Whose knowledge counts in Early Childhood Education and Care, by Caralyn Blaisdell

Chapter 3: Changing worldviews through study visits, by Simon Hoult

Chapter 4: Using critical dialogue to address racism, humanise the 'other' and create solidarity and praxis in the classroom, by Emma Wood

Chapter 5: Decolonisation as public sociology practice, by Eurig Scandrett

Chapter 6: The Scottish Centre for Social Justice, by Marion Ellison

Chapter 7: Challenging dominant narratives about the global south to address implicit bias and othering, by Walid Salhab, Sandra Ndale and Emma Wood

Chapter 8: Film festivals and film studies: an anti-racist approach to curation and education, by Stefanie Van de Peer

Chapter 9: Creative strategies for unknowing: taking risks to encourage equitable relationships in the classroom, by Anthony Schrag

Chapter 10: White is the colour of my name: anti-racism in theatre and performance praxis, by Bianca Mastrominico

Chapter 11: Mad studies and anti-racism, by Anne O’Donnell

Chapter 12: Imagining defragmented university spaces, by Arek Dakessian; Anthony Ataekong; Olutayo Burrows; Misbah Haqani; MD Rezaur Rahman and Georgina Pearson

Chapter 13: Critical conversations on decolonising the physiotherapy curriculum, by Kavi C Jagadamma, Judith Lane and Jane Culpan

Chapter 14: Walking the talk: stepping into difficult conversations in occupational therapy education, by Michelle L Elliot and Zaynab Akhtar

Conclusion: Learning to Love, by Geetha Marcus and Stefanie Van de Peer

Index

Geetha Marcus is a senior lecturer in teacher education at The University of Edinburgh. She is a sociologist, feminist, and teacher activist whose research and teaching interests focus on social inequalities within public education systems. She has extensive professional experience in the field of primary education, both in classroom practice and in senior management. As a practitioner-researcher she believes there is an urgent need for teachers to employ education methods for justice-oriented social change.  

Stefanie Van de Peer is an academic whose area of expertise is women in documentary and world cinema. She is a film historian interested in non-mainstream filmmaking such as activist non-fiction and animation. Central questions in her research focus on power structures, identity formation and emancipation. She has professional experience with several international film festivals as coordinator, programmer, curator, and board member.