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Examining the intersection of Palestine solidarity movements and antiracist activism in France from the 1970s to the present For the pasty fifty years, the Palestinian question has served as a rallying cry in the struggle for migrant rights in postcolonial France, from the immigrant labor associations of the 1970s and Beur movements of the 1980s to the militant decolonial groups of the 2000s. In Natives against Nativism , Olivia C. Harrison explores the intersection of anticolonial solidarity and antiracist activism from the 1970s to the present. Natives against Nativism analyzes a wide range of texts-novels, memoirs, plays, films, and militant archives-that mobilize the twin figures of the Palestinian and the American Indian in a crossed critique of Eurocolonial modernity. Harrison argues that anticolonial solidarity with Palestinians and Indigenous Americans has been instrumental in developing a sophisticated critique of racism across imperial formations-in this case, France, the United States, and Israel. Serving as the first relational study of antiracism in France, Natives against Nativism observes how claims to indigeneity have been deployed in multiple directions, both in the ongoing struggle for migrant rights and racial justice, and in white nativist claims in France today.

As school psychologists, we have an ethical responsibility to engage in social justice and antiracist action. School psychology organizations and graduate education programs play an important role in shaping future generations of school psychologists to lead the mental health, educational and research, and advocacy initiatives that promote equity for school personnel, students, families and communities they serve. This is only possible if our field acknowledges, evaluates, and works to reconstruct existing systems, structures, and policies that lead to inequitable outcomes for some groups and not others. \"How can the school psychology community serve the diverse society in which we live without explicit and intentional education and growth in this area?\" To help answer this question, APA Division 16, Trainers of School Psychologists, Council of Directors of School Psychology Programs, Society for the Study of School Psychology, the American Board of School Psychology, and the National Association of School Psychologists have come together to reaffirm our commitment to ensure current and future school psychologists are empowered to be antiracist agents of change. Impact Statement School Psychology's commitment and mission to advance research, practice, policy and advocacy for education continues. In light of this tragedy, we have a sharpened focus to reduce systemic racism and inequities in schools and communities across our nation. We must take affirmative action through active antiracist work.

This is the story of an anti-racist campaign staged by social workers and allied health professionals which encourages readers to consider their own possibilities for anti-racist action. The murder of George Floyd in May 2020 and subsequent expression of anger, frustration and grief at the continued existence of racism led to more sophisticated and honest conversations about racism and its impact. Social work also started to recognise its own problem with racist systems and its failure as a profession that strives for social justice to have addressed this in any meaningful way. The Anti-Racist Social Worker describe a successful campaign of anti-racist direct action that was staged by a small group of social workers and occupational therapists. The opening chapter tells the story of the campaign from the coming together of the campaign group to the concluding day of action. Subsequent chapters are written by campaign members at different stages of their career, from student social worker to Chief Social Worker for England. Each describes journeys to and stories of anti-racist activism. These stories are about either the writers' experiences of racism and how this translated into action or their growing understanding of the impact of racism and subsequent decision to take personal action. Importantly, each chapter offers a personal case study and therefore a suggestion of individual anti-racist action that can be taken by social workers. The Anti-Racist Social Worker is a call for action told through individual stories. It shows how those in social care and allied health professions can contribute in a meaningful way to the creation of the change we need and encourages everyone to consider their own roles in dismantling racism.

Cover -- Copyright -- Table of Contents -- Acknowledgements -- Introduction: That First Meeting-Racialized Terror, Racial Positionality, Real Anti-Racism -- CChapter 1: 4REALS: Real Talk with Real Strategies in Real Time for Real Change -- Chapter 2: REAL TALK -- Chapter 3: REAL STRATEGIES -- Chapter 4: REAL TIME -- Chapter 5: REAL CHANGE: B.E. Change -- CONCLUSION -- Appendix A: Real Time Scenarios: Authors' Responses -- Appendix B: LIST OF STRATEGIES -- WORKS CITED -- Back Cover.

Structural racism causes stark health inequities and operates at every level of society, including the academic and governmental entities that support health research and practice. We argue that health research institutions must invest in research that actively disrupts racial hierarchies, with leadership from racially marginalized communities and scholars. We highlight synergies between antiracist principles and community-based participatory research (CBPR), examine the potential for CBPR to promote antiracist research and praxis, illustrate structural barriers to antiracist CBPR praxis, and offer examples of CBPR actions taken to disrupt structural racism. We make recommendations for the next generation of antiracist CBPR, including modify health research funding to center the priorities of racially marginalized communities, support sustained commitments and accountability to those communities by funders and research institutions, distribute research funds equitably across community and academic institutions, amplify antiracist praxis through translation of research to policy, and adopt institutional practices that support reflection and adaptation of CBPR to align with emergent community priorities and antiracist practices. A critical application of CBPR principles offers pathways to transforming institutional practices that reproduce and reinforce racial inequities. (Am J Public Health. 2023;113(1):70–78. https://doi.org/10.2105/AJPH.2022.307114 )

Create a classroom with a culture of true belonging, liberation, and justice for all Teaching for Justice and Belonging: A Journey for Educators & Parents provides a practical and powerful blueprint to unrooting racism in the educational setting. The book is an easy-to-understand guide designed to cultivate an educational experience that inspires a culture of true belonging, liberation, and justice for all. Relying on case studies, thorough research, and deeply personal and enlightening experiences drawn from the lives of the authors themselves, Teaching for Justice and Belonging also offers: * Demonstrations of how to explore personal and collective racial identity to learn more about oneself and others * Support for making systemic change within the spheres of influence of educators and parents * Real testimonials and stories to guide readers on their own healthy anti-racism journeys A central piece of any anti-racism roadmap, this book is perfect for K-12 educators, administrators, and teacher leaders. It will also earn a place in the bookshelves of pre-service teachers and parents interested in unlearning racism and encouraging diverse voices in the education system.

ABSTRACT There are legislation and policies promoting equality and non-discrimination in Finnish schools, yet racism remains part of everyday life in schools and school staff find it difficult to address. This article analyses 77 laws and policy documents on the international, national, municipal and school levels, and maps the policy landscape that determines how racism in basic education is perceived in Finland. This article takes the perspective of depoliticization and claims that the policies and their measures discursively remove power and politics from the issue of racism and basic education, resulting in difficulties grasping racism in basic education. By analysing the problem representations in the policies, we find that the topic of racism in basic education is depoliticized in the following ways: universalizing equality, individualizing racism, placing responsibility elsewhere, technicalising actions, suppressing the inherent conflict in racism, silencing the issue of racism, decontextualizing racism, and making declarations of non-racism. We suggest that if racism in basic education is to be addressed through policy, the political dimensions of racism should be articulated in order for the policy to meet racism in its full existence. More research into the tension of depoliticization and politicization of racism and antiracism in education is needed.

A growing number of organizations are prioritizing diversity, equity, and inclusion (DEI) and antiracism in the workplace, including investing resources in DEI or antiracism training. However, such trainings vary widely in curriculum, objectives, delivery, and evaluation, with little known about the efficacy of existing trainings. The aim of this systematic review is to evaluate training characteristics, measures, and results of peer-reviewed studies (published between 2000 and 2022) testing DEI or antiracism trainings. Studies were identified using Google Scholar, JSTOR, and a university library database. Key search terms included “diversity, equity, and inclusion training”; “antiracism training”; and “effect,” “impact,” “outcome,” or “evaluation.” The search yielded N = 15 DEI training studies and N = 8 antiracism training studies. The majority of studies (75% of antiracism training; 66.6% of DEI training) utilized a one-time training session. Content, objectives, measures, and impact varied widely across studies. Randomized designs were uncommon (13%), and over 70% of studies had majority female participants. Findings highlight several strategies to advance the field of DEI and antiracism training, such as shifting curriculum from targeting individual knowledge to supporting behavioral and organizational change, providing longitudinal training, standardizing outcomes of interest, and implementing rigorous evaluation methods. Findings highlight several strategies to advance diversity, equity, and inclusion and antiracism trainings, such as shifting curriculum from targeting individual knowledge to supporting behavioral and organizational change, providing longitudinal training, standardizing outcomes of interest, and implementing rigorous evaluation methods. Lay Summary Despite the increased number of organizations dedicating resources to diversity, equity, and inclusion training and/or antiracism training, little is known about which strategies yield successful results. This systematic review synthesizes research findings on diversity, equity, and inclusion and antiracism training studies over the past two decades and presents research and practice-based recommendations for how to move the field forward.

The contributions aim at discussing the limits and the potential of activism for migrants’ rights at the urban level, analyzing discourses and practices of resistance and disobedience in relation to borders and racialized social orders. We follow the research line of Keskinen, Alemanji and Seikkula (2024), adopting a critical lens of decolonial studies and critical border studies to put in relation antiracism and migrant (solidarity) activism. Our proposal is to discuss the often contradictory processes taking place in different Italian cities.