Anti-Racism

Anti-racism involves changes for all people and it recognizes the need for radical new forms of living and communicating together. Today, there exists a community of peoples and a pluralistic approach, not hierarchies of peoples, races, cultures and power (United Church of Canada, 1997). Racism has long divided humans into unequal social categories and is a major source of inequality and injustice today. Though it is especially damaging to people of colour, it impacts and limits everyone. The anti-racism movement is committed to examine, challenge, and eliminate racism from all individuals and communities (National Organization for Men Against Sexism, 1999).

Aluffi-Pentini, A. & Lorenz, W. (1996). Anti-racist work with young people. Lyme Regis: Russell House Publishing.

This book presents key principles for the development of anti-racist youth work approaches and activities.

Anti Racist Teacher Education Network (ARTEN). (1986). Occasional Papers #1-5. Glasgow: Jordanhill College of Education.

Appiah, K. A. & Gutmann, A. (1998). Color conscious: The political morality of race. New Jersey: Princeton University Press.

This book tackles different aspects of the question of racial justice. Among the concepts discussed in the book is that of race as an invented social category.

Aptheker, H. (1992). Anti-racism in U.S. history: The first two hundred years. New York: Greenwood Press.

Baldwin, M. (1996). White anti-racism: Is it really "no go" in rural areas? Social Work Education, 15(1), 18-33.

Bannerji, H. (1995). Thinking through: Essays on feminism, Marxism and anti-racism. Toronto: Women's Press.

Basham, K.K., Donner, S., Killough, R.M., & Werkmeister Rozas, L.W. (1997). Becoming an anti-racist institution. Smith College Studies in Social Work, 67(3), 564-585.

This paper represents a collaborative effort by students, faculty, and administration to present the major changes at the Smith College School of Social Work toward becoming an anti-racist institution, with a specific focus on the recent three year period (1994-1997) of accelerated change coinciding with the emergence of the Anti-Racism Task Force. Framed by an historical context, the authors present the emergence of the Anti-Racism Task Force created in response to a noteworthy student demonstration in the summer of 1994 and functioning as a catalytic agent for anti-racist change throughout the years. This paper documents the School's anti-racist efforts with the following areas of focus: the mission statement; curriculum; recruitment and hiring; faculty development and diversity training; and the design of anti-racist practice in field internships. The conflicts and resistance to institutional change that arose along this journey are introduced to illuminate the complexity of the process.

Bishop, A. (1994). Becoming an ally: Breaking the cycle of oppression. Halifax, Nova Scotia: Fernwood Publishing Ltd.

This book is a dialogue - by a white, lesbian feminist who co-leads a workshop on racism - about the answers to questions on the nature of oppression: where does it come from, has it always been with us, what can we do to change it, what does individual healing have to do with struggles for social justice, why do members of the same oppressed group fight each other, why do some who experience oppression develop a life-long commitment to fighting oppression, while others turn around and become oppressors themselves?.

Blackstone, T., Parekh, B., & Saunders, P. (1998). Race relations in Britain: A developing agenda. New York: Routledge.

This book discusses the task of overcoming racism, and the effects of policy, legislation, and the media.

Bonnett, A. (1993). Radicalism, anti-racism and representation. London: Routledge.

Bourne, J. (1984). Towards an anti-racist feminism. London: Institute of Race Relations.

Bowker, M. (1998). Preventing and resolving harassment. (Presented at the Colleges Symposium on Multiculturalism and Anti-Racism).

Bowser, B. P. (Ed.) (1995). Racism and anti-racism in world perspective. Sage series on race and ethnic relations (volume 13). Thousand Oaks, California: Sage Publications, Inc.

The contributors to this volume examine racism and anti-racism through the historical and cultural lenses of different world settings. This approach expands the framework through which we understand the genesis and dynamics of racism and anti-racism. Includes bibliographical references and indexes.

Braham, P., Rattansi, A., & Skellington, R. (Eds.). (1992). Racism and anti-racism: Inequalities, opportunities and policies. London: Sage Publications.

Brandt, G. (1986) The realization of anti-racist teaching. Lewes: Falmer Press.

Calliste, A. & Dei, G. (Eds.). (2000). Power, knowledge and anti-racism education: A critical reader. Halifax, NS: Fernwood Books.

Calliste, A. & Dei, G. (Eds.). (2000). Anti-racist feminism: Critical race and gender studies. Halifax, NS: Fernwood Books.

This collection adds to our understanding of how gendered and racially minoritized bodies can and do negotiate their identities and politics across several historical domains.

Cambridge, A. X. & Feuchtwang (Eds). (1990). Antiracist strategies. Aldershot: Avebury.

The challenge of diversity. (1992). Compass, 9(6).

Chave Herberg, D. (1993). Frameworks for cultural and racial diversity. Toronto: Canadian Scholars' Press, Inc.

This book is for everyone who works in a multicultural setting and wishes to become more culturally and racially sensitive to colleagues, clients, students or patients. Three models, founded on the most basic and accepted social science knowledge, address three important issues for the practitioner: 1) where do the cultural issues being addressed in the practice situation come from? 2) how does one talk about the values that are present? 3) what does culture 'look' and 'feel' like in behaviour? This book will help the reader understand the prejudice and discrimination that may be present in professional practice and will help the practitioner build a foundation for anti-discrimination staff training.

Clews, R. (1996). Antiracist social work practice and education: Contributions from newcomers. Paper presented at Annual Conference of Canadian Association of Schools of Social Work. Brock University, Ontario.

Cole, M. (1989). Monocultural, multicultural, and anti-racist education. In M. Cole (Ed.), The social context of schooling. Lewes: Falmer Press.

Coles, O. (1997). Exploring the issues: Challenging racism. Issues for the Nineties, 6.

Crenshaw, K. (1993) Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. In D.Kelly Weisberg (Ed.), Feminist legal theory (pp.383-395). Philadelphia: Temple University Press.

Dei, G. (1993). The challenges of anti-racist education in Canada. Canadian Ethnic Studies, 25(2), 36-51.

Dei, G. (1996). Anti-racist education: Theory and practice. Halifax: Fernwood Publishing.

A process oriented approach to addressing the racial and ethnocultural differences which students bring to schools. Argues that analyzing the intersections of race, class, gender and sexual oppression is essential if we are to fully address educational equity, social justice and change.

Denny, D. (1983). Some dominant perspectives in the literature relating to multi-racial social work. British Journal of Social Work, 13(2), 149- 74.

Dominelli, L. (1988) Anti-racist social work. London, England: Macmillan Publishing.

Dominelle, L. (1988). Deconstructing racism: Anti-racism awareness training and social workers. In, Anti-racist social work. London, England: MacMillan Publishing.

Dominelli, L. (1989). Racism permeates social work ideology and practice. In Anti-racist social work. London, England.: Macmillan Publishing.

Dominelli, L., Patel, N., & Bernard, W. (1994). Anti-racist social work education: Models of practice. UK: University of Sheffield.

Dominelli, L., et al. (1995). Anti-racist probation practice. Aldershot, England: Arena.

This book examines the issues of racism and anti-racism within the probation practice. It looks at racism in prison and through care, different working relationships, opportunities and dilemmas, and the concept and development of equal opportunities.

Donner, S. & Miller, J. (1999). A public racial dialogue as part of becoming an anti-racist institution (Handouts). San Francisco: Council on Social Work Education annual conference.

Doyle, D. (1998). Institutional change process: The health experience. (Presented at the Colleges Symposium on Multiculturalism and Anti-Racism).

Dweivedi, O. P., D'Costa, R., Stanford, L., & Teppe, E. (1989). Canada 2000: Race relations and public policy. Guelph, Ontario: Dept. of Political Studies, University of Guelph.

Includes papers on immigration policy, race relations, multicultural policy, affirmative action, etc.

Eberhardt, J. L. & Fiske, S. T. (1998). Confronting racism: The problem and response. Thousand Oaks, California: Sage Publications, Inc.

This book employs different theoretical and empirical approaches. The contributors identify the cognitive and motivational influences on the intrapersonal, interpersonal, and intergroup processes that lead to racism. This approach allows for a collective account of the variety of racial outcomes and dynamics that result from the complex and multifaceted nature of racism and racial relations.

Ferguson, S. A. (1996). Towards an anti-racist social service organization. Journal of Multicultural Social Work, 4(1), 35-48.

This study outlines key concerns for social service agencies working toward the establishment of an antiracist organization. The spectrum of barriers at the individual, client-professional, organizational, and community levels is presented. These issues surfaced for the purpose of slating professionals and administrators to both the discrete and concomitant sets of multicultural issues that can affect an organization's functioning. Moving towards an anti-racist stance requires: (1) awareness of those issues impacting the agency's capacity for serviceability, psychological safety, and a value added environment for the worker, the consumer, and the neighboring community; and (2) a willingness to seek out expert consultation and information about a needed process of sustained diversity intervention.

Ford, C. W. (1994). We can all get along: 50 steps you can take to help end racism. New York: Dell.

Frankenberg, R. (1990). White women, racism, and anti racism: A women's studies course exploring racism and privilege. Women's Studies Quarterly, (1&2), 145-153.

Gold, N. (1996). Putting anti-Semitism on the anti-racism agenda in North American schools of social work. Journal of Social Work Education, 32(1), 77-89.

Grinter, P. & Raynor, P. (1993). Starting to assess anti-racist practice in the DipSW. Journal of Social Work Education, 3(12), 41-50.

Hayes, E. & Scipio, A.J. (1994). Confronting racism and sexism: New directions for adult continuing education. San Francisco: Jossey-Bass Publishers.

Holden, M. (Ed.). (1994). The Challenge to racial stratification. New Brunswick, NJ: Transaction Publishers.

hooks, b. (1988). Overcoming white supremacy: a comment. Talking Back. Toronto: Between The Lines.

hooks, b. (1994). Teaching to transgress. New York: Routledge.

Kailin, J. (1994). Anti-racist staff development for teachers: Considerations of race, class, and gender. Teaching and Teacher Education, 10(2), 169-184.

Kin, Y. O. (1995). Cultural pluralism and Asian Americans: Culturally sensitive social work practice. International Social Work, 38(1), 69-78.

Kivel, P. (1996). Uprooting racism: How white people can work for racial justice. Philadelphia: New Society Publishers.

Kly, Y. N. (1994). Dances with affirmative action: Aboriginal Canadians and affirmative action. The Canadian Journal of Native Studies, 14(1), 77-100.

Lai, D. (1998). Anti-racism initiatives that colleges have undertaken. (Presented at the Colleges Symposium on Multiculturalism and Anti-Racism).

Lee, E. (1992). Letters to Marcia: A teachers guide to anti-racist education. Toronto: Cross Culture Communication Centre.

Lee, E. (1994). A teacher's guide to anti-racist education. (Workshop Materials). Halifax, NS: Maritime School of Social Work.

Lousada, J. (1994) Some thoughts on the adoption of anti-racist practice. Journal of Social Work Practice, 8(2), 151-159.

Macey, M. (1995). Towards racial justice? A re-evaluation of anti-racism. Critical Social Policy, 15(44-45), 126-146.

Macey, M. & Moxon, E. (1996). An examination of anti-racist and anti-oppressive theory and practice in social work education. British Journal of Social Work, 26(3), 297-314.

McCubbin, H., Thompson, E., Thompson, A., & Futrell, J.A. (1998). Resiliency in African American families. Thousand Oaks, California: Sage Publications Inc.

This book pays particular attention to the role that culture and ethnicity play in minority families development. Divided into two major sections, the book examines the context in which the family unit lives and the effects of the community and cultural resources on the family's resilient adaptation to stressful life events, then shifts its focus to issues of resiliency within the context of family relationships.

McMahon, A. & Allen-Meares, P. (1992). Is social work racist? A content analysis of recent literature. Social Work, 37(6), 533-538.

Ministry of Education (1994). Multicultural and anti-racism education-planning guide. Victoria, BC: Author.

Mukherjee, A. (1988). From racist to anti racist education: A synopic view (Unpublished Paper). Toronto Board of Education.

Naidoo, J.C. (1989). Canada's response to racism: Visible minorities in Ontario. In The refugee crisis: British and Canadian responses. Oxford, England :Third International Symposium.

Nain, J. (1991). Black women, sexism and racism: Black or anti-racist feminism?. Feminist Review, 37, 1-22.

Ng, R., Scane, J., & Staton, P. (1995). Anti-racism, feminism and critical approaches to education. South Hadley, Mississippi: Bergin & Garvey Publishers.

This work calls for a broadened approach to educational studies which takes note of multicultural/anti-racist education, feminism and critical pedagogy. It addresses educational issues relevant to Aboriginals, races and religious minorities in light of feminist and critical theory.

Palmer, S. & Cooke, W. (1996). Understanding and countering racism with First Nations children in out-of-home care. Child Welfare, 75(6), 709-725.

Percival, B. (1998). Anti-racism initiatives that colleges have undertaken. (Presented at the Colleges Symposium on Multiculturalism and Anti-Racism.)

Ponterotto, J., Lewis, D, & Bullington, R. (Eds). (1990) Racial/ethnic minority and women administrators and faculty in higher education: A status report. In, Affirmative action on campus: New Directions for Student Services. San Francisco: Jossey-Bass Inc.

Root, M.(Ed.). (1992). Racially mixed people in America: Within, between and beyond race. Newbury Park, CA: Sage Publications, Inc.

Spencer, M. S. (1998). Reducing racism in schools: Moving beyond rhetoric. Social Work in Education, 20(1), 25-36.

Stevenson, K. M., Monit Cheung, K., & Leung, P. (1992). A new approach to training child protective services workers for ethnically sensitive practice. Child Welfare, 71(4), 291-305.

Tator, C. (1987/88). Towards anti-racist education. Current, 4(4), 8-11.

Thomas, B. (1984). Principles of anti-racist education. Currents: Readings in Race Relations, 2(3).

Trolander, J. A. (1997). Fighting racism and sexism: The council on social work education. Social Service Review, 71(1), 110-134.

This article focuses on the Council on Social Work Education's (CSWE) efforts to fight racism and sexism within schools of social work. Against a backdrop of federal affirmative action policies, funding initiatives, and Supreme Court decisions, the archival records of the CSWE demonstrate strong and varied organizing among its minority and female members. Thus, CSWE moved from an equal opportunity to an affirmative action approach, initiating changes in accreditation, student and faculty recruitment, and curriculum. Progress continued until the late 70's through early 80's when affirmative action policies nationwide met with resistance, or backlash, from non-minority groups.

Troyna, B. (1987). Beyond multiculturalism: Toward the enactment of anti-racist education in policy, provision and pedagogy. Oxford Review of Education, 13(3). 307-320.

Walcott, R. (1990). Theorizing anti-racist education: Decentering white supremacy in education. The Western Canadian Anthropologist, 7(1&2), 109-120.

Women working with immigrant women and cross cultural communication center.(1992). Developing an anti-racism action plan: A handbook for workers in service organizations of Metropolitan Toronto (Recommendations for an integrated approach to anti-racism). Toronto: Author.

Wong, O. & Piran, N. (1995). Western biases and assumptions as impediments in counselling traditional Chinese clients. Canadian Journal of Counselling, 29(2), 107-119.

Yoon, J. & Robertson, L. (1998). Anti-racism initiatives that colleges have undertaken. (Presented at the Colleges Symposium on Multiculturalism and Anti-Racism).


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