Antiracism (see also Racism)

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General topics: Capitalism | Development (and Alternative development) | Diversity | Globalization | Neoliberalism (➦ Corporatization of the university) | Social justice
Note: The above are some topics that research activists tend to discuss as general concepts related to causes. But these general topics do not cover all specific causes and issues actually addressed (for which see below).
Specific causes & issues: Ageism | AI Bias | AIDS | Antiracism (see also Racism) | Antiwar | Apartheid | Caste antidiscrimination | Censorship | Childcare | Class discrimination | Decolonization | Digital justice | Disability rights | Drugs | Education reform (➦ In HigherEd) | Economic Inequality | Environment (➦ Biodiversity ➦ Climate change ➦ Environmental justice) | Feminist activism | Food justice (➦ Food sovereignty | Slow food) | Freedom of speech | Gender equality (➦ Reproductive labor [See also Womens rights]) | Health care reform (➦ Health advocacy) | Heteronormativity (➦ Toxic masculinity) | Housing & zoning issues (➦ Gentrification ➦ Houselessness (including homelessness) ➦ Housing reform ➦ Skidrow) | Human rights | Indigenous rights | Information access | Infrastructure | Labor activism (➦ Adjunct instructors | Anti-work | Care work | Domestic work | Feminized labor | Reproductive labor | Sex work | Unionization) | Land politics | Language activism (➦ Linguistic discrimination | Linguistic diversity) | Legal system (➦ Criminal justice system ➦ Police reform ➦ Prison abolition) | Medical system reform | Mental health | Microaggressions | Population movement (➦ Forced displacement ★ Migration ➦ Immigration ★ Immigration activism ★ Undocumented residents rights) | Prison change (➦ Prison abolition ➦ Prison reform) | Racism (see also Antiracism) | Reproductive justice (➦ Abortion | Reproductive labor) | Right-wing activism | Surveillance | Trade treaties | Water justice | Women's rights (➦ Feminicide ➦ Violence against women)

General topics: [TBD]
Age & generation groups: Children | Youth | Elderly | Generations (➦ [TBD])
Citizenship, residency, migrant groups: Citizens | Immigrants | Migrants | Refugees | Undocumented residents
Gender groups: LGBTQ | Men | Women
Economic groups: [TBD]
Professional & Occupational groups: (See also in this menu under "In Disciplines & Professions" > "Professions") Knowledge workers | Professionals | Veterans
Religious groups: [TBD]

Issues in LowerEd Research Activism: Discipline | Preservice teaching | Teaching | Curriculum (re)design
LowerEd Personnel & Research/Activism: Administration | Students

General topics: [TBD]
Arts (Creative & Performing Arts): Architecture | Art (➦ Digital arts ➦ Street art ➦ Textile art) | Music (➦ Ethnomusicology) | Performance studies | Theater
Science, Technology, Engineering, Mathematics (STEM): AI (artificial intelligence) | Computer science | Data science | Engineering (➦ In Silicon Valley) | Environmental sciences
"None, or All of the Above": Organic intellectuals | Public intellectuals

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by Date by Author

 
The New York Times, and Nikole Hannah-Jones. 1619. Accessed September 9, 2022. https://www.nytimes.com/2020/01/23/podcasts/1619-podcast.html. Cite
Pulitzer Center, and New York Times Magazine. “Reading Guide for the 1619 Project Essays,” n.d. https://pulitzercenter.org/sites/default/files/reading_guide_for_the_1619_project_essays.pdf. Cite
FIRE (Foundation for Individual Rights in Education). “Scholars Under Fire: The Targeting of Scholars for Ideological Reasons from 2015 to Present.” FIRE (blog), n. d. https://www.thefire.org/research/publications/miscellaneous-publications/scholars-under-fire/scholars-under-fire-full-text/. Cite
Documenting Ferguson project team. “Documenting Ferguson,” n. d. http://digital.wustl.edu/ferguson/. Cite
Preserve the Baltimore Uprising Archive. “Home Page,” n. d. http://baltimoreuprising2015.org/. Cite
hooks, bell. Ain’t I a Woman: Black Women and Feminism. Boston: South End Press, 1981. Cite
hooks, bell. Feminist Theory from Margin to Center. Boston: South End Press, 1984. Cite
Hall, Stuart. “Race, Culture, and Communications: Looking Backward and Forward at Cultural Studies.” Rethinking Marxism 5, no. 1 (1992): 10–18. https://doi.org/10.1080/08935699208657998. Cite
Twine, France Winddance, and Katherine M. Blee, eds. Feminism and Antiracism: International Struggles for Justice. New York: New York University Press, 2001. Cite
Pellow, David N., and Lisa Sun-Hee Park. The Silicon Valley of Dreams: Environmental Injustice, Immigrant Workers, and the High-Tech Global Economy. Critical America. New York: New York University Press, 2002. Cite
Burawoy, Michael. “Southern Windmill: The Life and Work of Edward Webster.” Transformation: Critical Perspectives on Southern Africa 72, no. 1 (2010): 1–25. https://doi.org/10.1353/trn.0.0062. Cite
Bornstein, Avram, Sophine Charles, Jannette Domingo, and Carmen Solis. “Critical Race Theory Meets the NYPD: An Assessment of Anti-Racist Pedagogy for Police in New York City.” Journal of Criminal Justice Education 23, no. 2 (2012): 174–204. https://doi.org/10.1080/10511253.2011.604340. Cite
Essed, Philomena. “Women Social Justice Scholars: Risks and Rewards of Committing to Anti-Racism.” Ethnic and Racial Studies 36, no. 9 (2013): 1393–1410. https://doi.org/10.1080/01419870.2013.791396. Cite
McLean, Heather. “Digging into the Creative City: A Feminist Critique.” Antipode 46, no. 3 (2014): 669–90. https://doi.org/10.1111/anti.12078. Cite
Moraga, Cherríe, and Gloria Anzaldúa, eds. This Bridge Called My Back: Writings by Radical Women of Color. Fourth Edition. New York: State University of New York Press, 2015. Cite
Houh, Emily M. S. “Campus Activism, Academic Freedom, and the AAUP.” American Association of University Professors (AAUP) (blog), 2016. https://www.aaup.org/article/campus-activism-academic-freedom-and-aaup. Cite
Twitter. “Twitter, #CharlestonSyllabus (Hashtag).” Twitter Search. Twitter, 2016. https://twitter.com/search?q=%23CharlestonSyllabus, https://twitter.com/search?q=%23CharlestonSyllabus. Cite
Davis, Angela Y. Freedom Is a Constant Struggle: Ferguson, Palestine, and the Foundations of a Movement. Chicago: Haymarket Books, 2016. Cite
Au, Wayne. “Meritocracy 2.0: High-Stakes, Standardized Testing as a Racial Project of Neoliberal Multiculturalism.” Educational Policy 30, no. 1 (2016): 39–62. https://doi.org/10.1177/0895904815614916. Cite
Kohli, Rita, Marcos Pizarro, and Arturo Nevárez. “The ‘New Racism’ of K–12 Schools: Centering Critical Research on Racism.” Review of Research in Education 41, no. 1 (2017): 182–202. https://doi.org/10.3102/0091732X16686949. Cite
Blanchet Garneau, Amelie, Annette J. Browne, and Colleen Varcoe. “Drawing on Antiracist Approaches toward a Critical Antidiscriminatory Pedagogy for Nursing.” Nursing Inquiry 25, no. 1 (2018): e12211. https://doi.org/10.1111/nin.12211. Cite
Kishimoto, Kyoko. “Anti-Racist Pedagogy: From Faculty’s Self-Reflection to Organizing within and beyond the Classroom.” Race Ethnicity and Education 21, no. 4 (2018): 540–54. https://doi.org/10.1080/13613324.2016.1248824. Cite
Miller, Warren L., Jr. “Tenure and Promotion as White Supremacy in the University: The Illness Explained and Possible Treatment.” Activist History Review, 2019. https://activisthistory.com/2019/11/11/tenure-and-promotion-as-white-supremacy-in-the-university-the-illness-explained-and-possible-treatment/. Cite
Eschmann, Rob. “Unmasking Racism: Students of Color and Expressions of Racism in Online Spaces.” Social Problems 67, no. 3 (2019): 418–36. https://doi.org/10.1093/socpro/spz026. Cite
Brooks, Jeffrey S., and Terri N. Watson. “School Leadership and Racism: An Ecological Perspective.” Urban Education 54, no. 5 (2019): 631–55. https://doi.org/10.1177/0042085918783821. Cite
Linder, Chris, Stephen John Quaye, Alex C. Lange, Ricky Ericka Roberts, Marvette C. Lacy, and Wilson Kwamogi Okello. “‘A Student Should Have the Privilege of Just Being a Student’: Student Activism as Labor.” The Review of Higher Education 42, no. 5 (2019): 37–62. https://doi.org/10.1353/rhe.2019.0044. Cite
Miller, Erin T., and Samuel J. Tanner. “‘There Can Be No Racial Improvisation in White Supremacy’: What We Can Learn When Anti-Racist Pedagogy Fails.” Journal of Curriculum and Pedagogy 16, no. 1 (2019): 72–96. https://doi.org/10.1080/15505170.2018.1525448. Cite
Hannah-Jones, Nikole, Tiya Miles, Desmond, Matthew, Baradaran, Mehrsa, Interlandi, Jeneen, Kruse, Kevin M., Bouie, Jamelle, et al. “The 1619 Project.” The New York Times Magazine, 2019. https://www.nytimes.com/interactive/2019/08/14/magazine/1619-america-slavery.html, https://www.nytimes.com/interactive/2019/08/14/magazine/1619-america-slavery.html. Cite
Hannah-Jones, Nikole. “America Wasn’t a Democracy, Until Black Americans Made It One.” The New York Times Magazine, 2019. https://www.nytimes.com/interactive/2019/08/14/magazine/black-history-american-democracy.html, https://www.nytimes.com/interactive/2019/08/14/magazine/black-history-american-democracy.html. Cite
Cho, Katherine Soojin. “Responding to Campus Racism: Analyzing Student Activism and Institutional Responses.” UCLA, 2020. https://escholarship.org/content/qt7j10b4kn/qt7j10b4kn_noSplash_e322f7df7e7f5628e2e4f9a5a15ac811.pdf. Cite
Harris, Tina M., Anna M. Dudney Deeb, and Alysen Wade. “Dear White People: Using Film as a Catalyst for Racial Activism against Institutional Racism in the College Classroom.” In Racialized Media, 283–306. New York, USA: New York University Press, 2020. https://doi.org/10.18574/9781479807826-016. Cite
Pillay, Suntosh R. “The Revolution Will Not Be Peer Reviewed: (Creative) Tensions between Academia, Social Media and Anti-Racist Activism.” South African Journal of Psychology 50, no. 3 (2020): 308–11. https://doi.org/10.1177/0081246320948369. Cite
Evans-Winters, Venus E., and Dorothy E. Hines. “Unmasking White Fragility: How Whiteness and White Student Resistance Impacts Anti-Racist Education.” Whiteness and Education 5, no. 1 (2020): 1–16. https://doi.org/10.1080/23793406.2019.1675182. Cite
Mattsson, Christer, and Thomas Johansson. “The Hateful Other: Neo-Nazis in School and Teachers’ Strategies for Handling Racism.” British Journal of Sociology of Education 41, no. 8 (2020): 1149–63. https://doi.org/10.1080/01425692.2020.1823204. Cite
Smith, Zadie. Intimations: Six Essays. London: Penguin Books, 2020. Cite
Clark, Meredith D. “Remaking the #Syllabus: Crowdsourcing Resistance Praxis as Critical Public Pedagogy.” Communication, Culture & Critique 13, no. 2 (2020): 222–41. https://doi.org/10.1093/ccc/tcaa017. Cite
Bell, Myrtle P., Daphne Berry, Joy Leopold, and Stella Nkomo. “Making Black Lives Matter in Academia: A Black Feminist Call for Collective Action against Anti‐blackness in the Academy.” Gender, Work, and Organization 28, no. S1 (2021): 39–57. https://doi.org/10.1111/gwao.12555. Cite
Upadhyay, Bhaskar, Erin Atwood, and Baliram Tharu. “Antiracist Pedagogy in a High School Science Class: A Case of a High School Science Teacher in an Indigenous School.” Journal of Science Teacher Education 31, no. 5 (2021): 518–36. https://doi.org/10.1080/1046560X.2020.1869886. Cite
Hong, Cathy Park. Minor Feelings: An Asian American Reckoning. London: One World, 2021. Cite
Eisen-Martin, Tongo. Blood on the Fog. City Lights Pocket Poets Series 62. San Francisco: City Lights Books, 2021. Cite
Davis, Mike, and Jon Wiener. Set the Night on Fire: L.A. in the Sixties. London: Verso Books, 2021. Cite
Crooks, Natasha, Geri Donenberg, and Alicia Matthews. “Ethics of Research at the Intersection of COVID-19 and Black Lives Matter: A Call to Action.” Journal of Medical Ethics 47, no. 4 (2021): 205–7. https://doi.org/10.1136/medethics-2020-107054. Cite
Joseph-Salisbury, Remi, and Laura Connelly. Anti-Racist Scholar-Activism. Manchester: Manchester University Press, 2021. Cite
Twine, France Winddance. Geek Girls: Inequality and Opportunity in Silicon Valley. New York: New York University Press, 2022. Cite