Anti-Racism Guide: Teach

Academics for Black Survival and Wellness was organized by a group of Black counseling psychologists and their colleagues who practice Black allyship. Guided by a Black feminist frame, we hope to foster accountability and growth for non-Black people and enhance healing and wellness for Black people.

Inspired by the Calls to Action from the Truth and Reconciliation Commission, and with an intent to make a positive difference for the communities they serve, in August 2019 & 2020, over 180 leaders from Canadian colleges, universities, and institutes convened to advance reconciliation.

Now, here are some ways to make sure that you are being anti-racist in your virtual programming.

APAGS has created a multicultural training database to help psychology students develop competencies related to diversity and culture.

These guidelines provide aspirational guidance for the development of racial and ethnocultural responsiveness for psychological practice. Psychological practice is broadly defined to include education and training, clinical practice, consultation, research, organizational service, and leadership applied to the advancement of the public interest. Racial and ethno-cultural responsiveness means the continual development of knowledge, awareness, reflective practice, and skills needed to promote health, well-being, and equity for racially and ethnically diverse individuals and communities.

n introduction is presented in which the editor discusses various reports within the issue including the racism in higher education institutions, the creation of anti-racist university and the lack of progression of black and ethnic minority students in the academic workforce.

Intercultural maturity and the learning partnerships model are offered as frameworks for understanding the intersection of students’ developmental levels and readiness for cross-racial interactions, and for assisting educators in promoting racial self-understanding.

This article examines features of preference organization in disaffiliative responses to possibly racist actions, drawing on a corpus of more than 120 hours of recorded interactions from South African radio call-in shows. My analysis demonstrates how features of dispreferred turn shapes provide producers of possibly racist actions with opportunities to withdraw or back down from them.

This article addresses approaches to antiracist pedagogy employed in a rhetoric course at a large public research university.

Laurie Calvert is a National Board Certified Teacher who taught for 14 years in Asheville, North Carolina. She was a Teaching Ambassador Fellow at the U.S. Department of Education and the Department’s first teacher liaison. Recently, Calvert served as director of communications and marketing for the National Network of State Teachers of the Year.

This 28-page resource contains three separate course activities to engage students in social justice advocacy for youth mental health.

This article provides a case example of the integration of social justice and multicultural consciousness across the curriculum of one counseling psychology program.

This article offers teaching strategies and activities that are rooted in both counseling and interdisciplinary literature, as well as considerations for implementation.

Teaching Tolerance provides free resources to educators—teachers, administrators, counselors and other practitioners—who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

Our program emphasizes social justice and anti-bias. The anti-bias approach encourages children and young people to challenge prejudice and learn how to be agents of change in their own lives. Our Social Justice Standards show how anti-bias education works through the four domains of identity, diversity, justice and action.

“I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group”

#BlackLivesCDNSyllabus is a crowd-sourced syllabus on Twitter created by Anthony Morgan.This is a collection of multiple resources to help illuminate the context of black life and black history in Canada because “crowd-sourced syllabi are acts of resistance.” This hashtag was developed by Anthony Morgan, a lawyer and community advocate, after questions surrounding the necessity of Black Lives Matter Toronto sparked off after the group’s protests at Pride on July 5th.

Scholars have cited an antiracist identity as an ideal development status for Whites seeking to change systemic racism (Helms, 1995). However, little is known regarding the lived complexities of antiracist work itself. This article examines the experiences of one group of Whites (N = 10) committed to antiracist action. Outcomes indicate challenges that include backlash and struggles to identify more effective antiracist tactics. Coping mechanisms are considered in relation to counseling and counselor training practices.

This article focuses on the development of intercultural maturity, which is frequently cited as a desired collegiate outcome.

Psychology has an opportunity to continue evolving and meet the needs of a changing U.S. population—starting by countering the pervasive and damaging effects of racism. Experts contend that anti-racist psychological science is better science because it adapts to the reality of an increasingly diverse America. In short, psychology has two choices—advance or become irrelevant.

This analysis of students' experiences confirmed as well as refined and expanded King and Baxter Magolda's (2005) model, which mapped the development of intercultural maturity.

In this article, I survey the existing literature on Indigenizing and decolonizing psychological curriculum and share ways in which I have integrated Indigenous content into my psychology courses. I also reflect upon the successes, questions, and ongoing challenges that have emerged as I worked in collaboration with first Anisinaabek First Nations and then Mi'kmaw/L'nu First Nations. Highlights: Describes how and why non‐Indigenous psychology professors should integrate directives from the 2015 Truth and Reconciliation Commission into their teaching practices.Reflects on the successes, questions, and ongoing challenges of decolonizing and Indigenizing the teaching of psychology.The core values and practices of Community Psychology are particularly well suited to the endeavor of decolonizing and Indigenizing academia and its curriculum.

This curriculum is designed as a catalyst for dialogue and change within the mental health and addictions system. It is intended for use by as broad a range of people as possible; mental health consumers, their families, practitioners, managers, policy makers, politicians and members of the public. The curriculum is offered as a vehicle for conveying, and for engaging people in applying, the central messages contained in the Report ―Holding Hope in our Hearts, prepared for the Mental Health Commission of Canada (MHCC) by members of the First Nations Inuit and Métis Advisory Committee (FNIM AC) to the MHCC.

Working together with First Nation, Inuit and Métis communities to share knowledge and build health and wellbeing solutions.