Racial Justice
Resources addressing racism, decolonization, peace, and education reform
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"People of color feel that war has been declared upon them in this state [with the ban on Diversity Equity Inclusion programs]." - Sandra Hollins, Utah State Representative, No Time to DEI, State Street, January 22, 2024
The following are examples of initiatives, and work being done, and resources. I will use my Programming Basics (in Programming) to identify hardships, misconceptions, and training gaps in my next position.
Housing and Institutional Racism
Housing and Institutional Racism
Focus on Seattle
Advance economic mobility and opportunity
Prevent residential, commercial, and cultural displacement
Build on local cultural assets
Promote transportation mobility and connectivity
Develop healthy and safe neighborhoods
Enable equitable access to all neighborhoods
Image credit: Cascade PBS
More than 100 years after a violent settler colonialism, in the heart of Pioneer Square, Chief Seattle Club has opened 80 new affordable housing units in a building they are calling ?ál?al, the Lushootseed word for “home” (roughly pronounced “allall”).
Deep-rooted racist housing policies from the 1930s are still holding back Black families today from (1) declining affordability, household income disparity, lack of intergenerational wealth and limited access to credit.
"Black folks are also much more likely to be denied a mortgage than our white folks, who have the same level of income in the same kind of financial characteristics," Crowder said. "Blatantly kind of racist ideas are built into the algorithms that are used to decide who gets a mortgage and who doesn't and who gets a favorable market rate."
Image credit: BHI
Network of nonprofits, private companies, governments, and individuals focused on increasing Black homeownership.
Educating and empowering current and future homeowners
Intersectionality
Intersectionality
Focus on Atlanta
Interest in and applications of intersectionality have grown exponentially in popularity over the last 15 years. Scholars across the globe from a variety of disciplines, including sociology, political science, health sciences, geography, philosophy and anthropology, as well as in feminist studies, ethnic studies, queer studies and legal studies, have drawn on intersectionality to challenge inequities and promote social justice. Yet most people don’t know about intersectionality and why it is such an innovative framework for research, policy and practice. The aim of this primer is to provide a clear-language guide to intersectionality; we explore its key elements and characteristics, how it is distinct from other approaches to equity, and how it can be applied in research, policy, practice and teaching.
SONG is a home for LGBTQ liberation across all lines of race, class, abilities, age, culture, gender, and sexuality in the South.
Black women face unique barriers due to their intersectional identities of being both Black and female that hinder them from building their leadership capacities. Leadership development is one way to support Black women into leadership; however, such initiatives were not built with intersectional identities and associated needs in mind. This study was grounded in intersectionality theory, which posits that the effects of intersectional identities cannot be separated because intersectional individuals live at the intersection of larger oppressive systems and may experience unique forms of oppression that are not captured through single-axis approaches
Decolonization, Peace, and Justice
Decolonization, Peace, and Justice
Secretary General, International Peace Research Association (IPRA)
Matt Meyer is an internationally recognized author, academic, organizer, and educator who currently serves as National Co-chair of the Fellowship of Reconciliation, the oldest interfaith peace and justice group in US history.
I am currently serving as an Executive Assistant for Matt Meyer and IPRA, Current EA Role
Guns and Gandhi in Africa: Pan-African Insights on Nonviolence, Armed Struggle and Liberation 1st Printing edition by Sutherland, Bill, Meyer, Matt (2000): "Insights on Nonviolence, Armed Struggle and Liberation in Africa examines the strategies and tactics used in achieving an end to colonialism, from the point of view of those who led the liberation movements"
Akinyele Umoja (born 1954) is an American educator and author who specializes in African-American studies. As an activist, he is a founding member of the New Afrikan People's Organization and the Malcolm X Grassroots Movement. In April 2013, New York University Press published Umoja's book We Will Shoot Back: Armed Resistance in the Mississippi Freedom Movement, following "confrontations in communities across the state through the end of the 1970s, demonstrating how black Mississippians were ultimately able to overcome intimidation by mainstream society, defeat legal segregation, and claim a measure of political control of their state." He was honored for the book in 2014 in Oakland.[8]. Currently, he is a Professor and Department Chair of the Department of African-American Studies at Georgia State University (wikipedia)
Heather Gray, SCLC National Magazine
Regarding King’s and others remarkable civil rights work and demands leading to the 1964 Civil Rights Act and the 1965 Voting Rights Act, Dr. King had questioned that while these achievements were significant, still, what good was it to be able to get on a bus or into a hotel room if you couldn’t afford to pay for it. So, in addition to the inequities in civil rights, the human rights demands of economic justice became paramount for him and, as he said, “to raise certain basic questions about the whole society.
Association for Slavic, Eastern European, and Eurasian Studies (ASEEES)
Association for Slavic, Eastern European, and Eurasian Studies (ASEEES)
Annual Conference Topics:
Belief (2019)
Anxiety and Rebellion (2020)
Diversity, Intersectionality, and Interdisciplinarity (2021)
Precarity (2022)
Decolonization (2023)
Since the collapse of the Soviet Union, history and memory politics have evolved in a way complementary to and been reinforced by US foreign policy interests in post-Soviet space through nationalist claims of historical continuity between a Russian-centered Soviet empire and post-soviet Russian Federation. In this context, an emphasis on narrow and even essentialist depictions of the nation, as an effort to “decolonize” the region, has taken both political and scholarly precedence
The Poverty of Cultural History: Decolonization, Race, and Politics In Post-Socialist Studies
Resources
Resources
Traditionally, educator preparation programs only provide classes related to content, practical pedagogy, and classroom management. If we hope to see any level of justice in the education system, preparation programs must include courses that take an honest and deep dive into the ways in which racism shows up in schools and communities.
Education by and for Indigenous peoples needs to focus on and honor the life-affirming notions of land- and place-based connections, our individual and collective responsibilities, reciprocity, and relationships. In todays’ school settings, redefining what ‘success’ looks like as well as supporting Indigenous identities are critical to teaching and learning in general, and for science education in particular
Transnational KT from a postcolonial perspective: How inter-country relations should be reconsidered is important in reforming the KT concept in a reciprocal and equitable manner, especially when different strengths of each country in knowledge production, utilization and transfer should be recognized.
Globally, there is a trend in academic development to centralize the importance of decolonizing curriculum and pedagogical practice in higher education (HE). In Norway, despite internationalization, diversity and inclusion being highly regarded values in HE policy documents, efforts towards decolonial change and transformation of curriculum and pedagogical practice in HE seem to be largely ignored. Utilizing critical collaborative autoethnographic methodology, we reflect on our own roles in our early attempts to decolonize a course on decolonization and pedagogical practice offered to teaching staff
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