In the profession of nursing, whiteness continues to be deeply rooted because of the uncritical recognition of the white racial domination evident within the ranks of nursing leadership. White privilege is exerted in its ascendency and policy-making within the nursing discipline and in the Eurocentric agenda that commands nursing pedagogy. While attention to antiracism has recently increased, antiracism pedagogy in nursing education is nascent. Pedagogical approaches in the nursing profession are essential. Because it encompasses the strategies used to (...) transmit the science in how nurses practice and teach, which has predominantly been informed using a Eurocentric lens. This paper presents a literature review on antiracist pedagogy in nursing education, discussing how nurse educators can integrate antiracism pedagogy in nursing education, highlighting examples presented by the authors. Key terms related to antiracism are reviewed. The resultant themes from the literature review include resistance to antiracist pedagogy, managing emotional responses, and supporting transformative learning using an antiracist approach. The primary implementation of Eurocentric pedagogical approaches whiteness pervasive in nursing education must be uprooted. Antiracist and other antioppressive learning approaches must be embraced to understand the insidiousness of racial inequities and its power in sustaining structural oppression in nursing academia. (shrink)

The Covid‐19 pandemic has revealed myriad social, economic, and health inequities that disproportionately burden populations that have been made medically or socially vulnerable. Inspired by state and local governments that declared racism a public health crisis or emergency, the Anti‐Racism in Public Health Act of 2020 reflects a shifting paradigm in which racism is considered a social determinant of health. Indeed, health inequities fundamentally rooted in structural racism have been exacerbated by the Covid‐19 pandemic, which calls for the integration of (...) antiracist praxis to promote ethical public health research processes. This commentary describes ways in which antiracist praxis—which emphasizes empowerment of traditionally marginalized populations—offers strategies to explicitly address power imbalance, stigmatization, and other consequences of structural racism in public health research. (shrink)

With growing public health and health equity challenges brought to the forefront — following racialized health inequities resulting from COVID-19 and a national reckoning around the deaths of unarmed Black victims at the hands of police — an antiracist health equity agenda has emerged naming racism a public health crisis.

Although justice is a central principle in clinical ethics, work that centers social justice is often marginalized in clinical ethics. In addition to institutional barriers that may be preventing clinical ethicists from becoming the activists that Meyers argues we should be, we must also recognize the barriers embedded in the field of clinical ethics itself. As clinical ethicists, we have an opportunity to support anti‐racism work in particular by altering our own organizational structures to be more inclusive and reflective of (...) the Black, Indigenous, and other communities of color we serve, enhancing clinical ethics education and training by making critical theories foundational, and decolonizing our clinical ethics consultation tools and practices. (shrink)

This book combines theory, practice, and ethnography in an exploration of how teachers can fully implement diversity and antiracism as a foundation of their teaching approach. Kailin presents her curriculum, which has been influenced by many years of active involvement with parents and teachers in schools, along with ethnographic reports of the processes of change that teachers experience as they fully explore the realities of race relations, its history, and the lived experiences of others.

This article presents a conceptual framework within feminist therapy theory for viewing overt and covert racist behaviors as forms of unethical action. Using the personal as theoretical and political, the author traces her process of having her consciousness raised regarding the issue of racism in psychotherapy. Racism is then conceptualized as an ethics problem in terms of lack of mutuality and respect, violation of boundaries, and unethical imbalance of power in the therapy relationship. The concept of antiracism, a proactive (...) stance to address overt and covert racism in therapy, is presented as a strategy for moving toward more ethical therapy practice. (shrink)

I argue that Samantha Vice understates the moral resources white people have available to them to minimize their falling into distorted ways of perceiving and responding to the world caused by bare white advantage. In doing so, she paints an unjustifiably pessimistic picture of white civic involvement in South Africa, and anywhere where white people are unjustly advantaged, such as the United States. I delineate two similar but distinct antiracist moral identities the 'white ally' and the 'person committed to racial (...) justice'-that can guide civic engagement, as well as provide a counterweight to the distortions of whiteness. I argue that Vice's recommendation of withdrawal from public engagement in humble silence is not the most morally appropriate response to white privilege. (shrink)

#1 NEW YORK TIMES BESTSELLER • From the National Book Award–winning author of Stamped from the Beginning comes a “groundbreaking” (Time) approach to understanding and uprooting racism and inequality in our society—and in ourselves. “The most courageous book to date on the problem of race in the Western mind.”—The New York Times ONE OF THE BEST BOOKS OF THE YEAR—The New York Times Book Review, Time, NPR, The Washington Post, Shelf Awareness, Library Journal, Publishers Weekly, Kirkus Reviews Antiracism is (...) a transformative concept that reorients and reenergizes the conversation about racism—and, even more fundamentally, points us toward liberating new ways of thinking about ourselves and each other. At its core, racism is a powerful system that creates false hierarchies of human value; its warped logic extends beyond race, from the way we regard people of different ethnicities or skin colors to the way we treat people of different sexes, gender identities, and body types. Racism intersects with class and culture and geography and even changes the way we see and value ourselves. In How to Be an Antiracist, Kendi takes readers through a widening circle of antiracist ideas—from the most basic concepts to visionary possibilities—that will help readers see all forms of racism clearly, understand their poisonous consequences, and work to oppose them in our systems and in ourselves. Kendi weaves an electrifying combination of ethics, history, law, and science with his own personal story of awakening to antiracism. This is an essential work for anyone who wants to go beyond the awareness of racism to the next step: contributing to the formation of a just and equitable society. (shrink)

This essay attempts to confront one of the major problems associated with multiculturalism, namely the hostile divisiveness stemming from newly articulated constructs of difference. Synthesizing hermeneutic concepts derived from Gadamer and Rorty, I develop an approach called xenologica which, unlike the problematic universalism associated with the Enlightenment, values difference but, at the same time, promotes mutual recognition, tolerance and solidarity. Xenologica, for illustrative purposes, is applied to one of the most contentious domains of difference, race, with the aim of overcoming (...) some of the theoretical and practical limitations of classic antiracism. (shrink)

Lewis R. Gordon is Professor of Philosophy (and Head of the Department of Philosophy) at the University of Connecticut. His two most recent books are Freedom, Justice, and Decolonization (New York: Routledge, 2020) and Fear of Black Consciousness (New York: Farrar, Straus and Giroux, 2022). Since his first monograph, Bad Faith and Antiblack Racism (1995), Gordon’s many writings have challenged Sartre scholars to move beyond narrowly Euro-centric ideas of reason, humanity, and existence. The existential philosophy pioneered in Bad Faith and (...) Antiblack Racism (a revision of Gordon’s 1993 Ph. D. dissertation), placed the issue of antiracism at the heart of the study of existence. A prolific and highly visible philosopher, Gordon’s writings have inspired an explosion of interest in Africana Existentialism, an open-ended, creolizing philosophy. In the interview below, Gordon outlines the existential situations that face us today. How is human liberation possible given the soul-killing forces of white supremacy, capitalism, and ongoing colonization? Gordon insists on the importance of antiracist institution building, including the transformation of white spaces, especially in academic journals, at conferences, and in university philosophy departments. Importantly, Gordon reminds us that Sartre was one of the few European writers to offer “a genuine engagement with Black intellectuals.” Like Sartre’s famous assertion that “Existentialism is a Humanism,” Gordon’s message is that Black Existentialism is a Humanism. Challenging the Euro-centric notion that human existence is an abstract, color-less category, Gordon teaches us a new way of thinking and listening. Misguided by parochial notions of human reason, many white (and/or non-Black) philosophers have closed their minds and ears to the calls of Black liberation, thinking they have nothing at stake, or that they must remain mere “allies.” Gordon’s work shows us a different path: Black liberation is a universal ethical injunction. Existential philosophy dissolves the supposed contradiction between action and theory, between universal and concrete, between ally and freedom fighter. Done properly, existential philosophy is, in Gordon’s words, “a form of epistemological decolonial practice.”. (shrink)

Legal, medical, and public health professionals have been complicit in creating and maintaining systems that drive health inequities. To ameliorate this, current and future leaders in law, medicine, and public health must learn about racism and its impact along the life course trajectory and how to engage in antiracist practice and health equity work.

U.S. immigration policies history in the early 20th century has mostly been thought through the linear growing power of restrictionists versus liberals, resulting in 1917 Burnett law - containing the literacy test - and then 1921 and 1924 Quota laws. The latter has been described by scholars as the product of direct infuence of Eugenist activists or of Eugenists mixed with Racists . Yet, the thorough study of the policy process permit to trace the origin of the quota laws in (...) the mind of a key civil servant: William Walter Husband and in the activism of Sydney L. Gulick, a theology professor who spent his whole life searching for quelling American-Japanese relations. The latter conceived an immigration quotas plan whose aim was to give equal treatment to all ‘races’ and peoples. The Immigration Restriction League, had no other choice than to recognize Gulick's large success in loobying his plan. Yet, in a last move, the IRL succeeded to maintain the exclusion of Asians in what became the Emergency Quota Act of 1921. Far from Eugenist influence, this Act is the product of a battle between non racist and racist restrictionists upon the means and goals of immigration control. During years, they were permanently engaged into fierce political battles whose outcome had a significant impact on immigration restriction policies. (shrink)

Increasingly, feminist scholars examine how the stability of racial hierarchies is maintained through discourse. This article explores the importance of race discourse in the construction of white women's accounts explaining their race politics. Specifically, the author examines the connections between race discourse and politics as they emerged in interviews with white women involved in a local women's movement between 1972 and 1999. The interviews revealed five discursive strategies women used to talk about race and the movement's antiracist practices. In addition, (...) one of the most important contributions of this study is the evidence it provides of the relationship between the discursive construction of an “invisible white self” and the broader structure of power relations. (shrink)

Although nursing has a unique contribution to advancing social justice in health care practices and education, and although social justice has been claimed as a core value of nursing, there is little guidance regarding how to enact social justice in nursing practice and education. In this paper, we propose a critical antidiscriminatory pedagogy (CADP) for nursing as a promising path in this direction. We argue that because discrimination is inherent to the production and maintenance of inequities and injustices, adopting a (...) CADP offers opportunities for students and practicing nurses to develop their capacity to counteract racism and other forms of individual and systemic discrimination in health care, and thus promote social justice. The CADP we propose has the following features: it is grounded in a critical intersectional perspective of discrimination, it aims at fostering transformative learning, and it involves a praxis‐oriented critical consciousness. A CADP challenges the liberal individualist paradigm that dominates much of western‐based health care, and the culturalist and racializing processes prevalent in nursing education. It also situates nursing practice as responsive to health inequities. Thus, a CADP is a promising way to translate social justice into nursing practice and education through transformative learning. (shrink)

Examines Jean-Paul Sartre’s antiracist politics and his contributions to critical race theories, postcolonialism, and Africana existentialism.

While those who take a "structuralist" approach to racial justice issues are right to call attention to the importance of social practices, laws, etc., they sometimes go too far by suggesting that antiracist efforts ought to focus on changing unjust social systems rather than changing individuals’ minds. We argue that while the “either/or” thinking implied by this framing is intuitive and pervasive, it is misleading and self-undermining. We instead advocate for a “both/and” approach to antiracist moral education that explicitly teaches (...) how social structures influence ideas about race and how ideas about race shape, sustain, and transform social structures. Ideally, antiracist moral education will help people see how social change and moral progress depend on the symbiotic relations between individuals and structures. We articulate a conception of “structure-facing virtue” that exemplifies this hybrid approach to illuminate the pivotal role moral education plays in the fight for racial justice. (shrink)

In this article, we argue that, in order for white racial consciousness and practice to shift toward an antiracist praxis, a relational understanding of racism, the "self, "and society is necessary We find that such understanding arises from a confluence of propositional, affective, and tacit forms of knowledge about racism and one's own situatedness within it. We consider the claims sociologists have made about transformations in racial consciousness, bringing sociological theories of racism into dialogue with research on whiteness and (...) class='Hi'>antiracism. We assert that sociological research on white racism and "whiteness" tends to privilege propositional and tacit/common sense knowledge, respectively, as critical to shifting white racial consciousness. Research on antiracism privileges affective knowledge as the source of antiracist change. We examine some of Perry's recent ethnographic research with white people who attended either multiracial or majority white high schools to argue that the confluence of these three types of knowledge is necessary to transform white racial praxis because it produces a relational understanding of self and "other, "and, by extension, race, racism, and antiracist practice. (shrink)

Antiracist educators believe that education exists within a racial hierarchy and that students have a right to have their full, intersectional, pluralistic humanity affirmed. Antiracism is an ongoing collective process of learning about and working to eradicate persistent structural barriers. Likewise, teaching ethically involves a commitment to ensure learning creates equitable opportunities and outcomes for all. Antiracist education, then, is profoundly ethical for it is rooted in increasing understanding of all people’s experiences and confronting social inequities that exclude individuals (...) and groups of people from participating to their full ability. The syllabus is an entry point for a relationship between students, content, and instructor, providing a guide to action for instructors and students. Any antiracist analysis of the syllabus must consider curricular, pedagogical, and assessment choices to cultivate an antiracist ethic in the classroom. The authors provide questions and examples to raise awareness of the complexity of creating antiracist classrooms. (shrink)

Building on research conducted in feminist organizations in Vancouver, British Columbia, on the unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and səlilwətaɬ (Tsleil-Waututh) Nations, this paper explores the role, relationship, and responsibility of advocating for antiracism and social justice in the context of antiracism projects in feminist nonprofit organizations. In doing so this paper asks: What do antiracism projects look like in feminist organizations? And how are these projects informed or interrupted by racialized and Indigenous activists (...) within these spaces? Using critical race theory’s composite counterstory, this paper uses storytelling methodologies to understand how racialized settlers and Indigenous folks can collaborate and thrive – as they have been doing – on occupied unceded territories in Canada. Based on a series of interviews with racialized and Indigenous activists engaging in feminist nonprofit organizations, these stories shed light on contemporary realities of colonization, including collaboration within white settler systems. (shrink)

Active white ignorance is accompanied by an epistemic and affective insensitivity that allows American white people to avoid the negative affect that might typically accompany harmdoing. Resisting active ignorance about racism and white supremacy, therefore, often gives rise to shame. Yet, thinkers have debated the value of shame for white people’s antiracism. This article asserts that shame is an appropriate response for white people recognizing our culpability for and complicity in racist injustices and violence. However, the article exposes problems (...) with philosophical accounts of white shame, and draws on recent psychological research to show that contextual factors actually determine whether shame can support white antiracism. The article proposes a role for shame in what José Medina calls an “ethics and epistemology of discomfort,” arguing that there are conditions under which shame may encourage the sustained self-interrogation, sensitivity, and humility required if white people are to contribute meaningfully to antiracist action. (shrink)

Race and racism are matters of urgent concern for the international nursing community. Recent global events have presented the discipline with an opportunity to generate and sustain long overdue discussions. However, with this opportunity comes a need to consciously attend to what we mean by race and racism, especially in the context of the nursing literature. Indeed, the development of antiracism depends on how we conceptualise race and racism; it is these conceptualisations that actively shape the scope and priorities (...) of antiracist organising and action. The aim of this critical interpretative synthesis (CIS) is to examine conceptualisations of race and racism in the nursing literature by drawing on contemporary race scholarship. The synthesis of diverse literature is enabled through the explorative and expansive process of the CIS method. This review generates three synthesising arguments—a problem ‘of’ not ‘for’; conceptual inconsistencies and drift; and reliance on the lens of experience—that both critique and contribute to the nursing literature. In the pursuit of antiracism, this article urges us to pay close attention to our conceptualisations of race and racism by illuminating the pitfalls that occur when our conceptualisations are inconsistent, contradictory, or simply neglected. (shrink)

_Examines Jean-Paul Sartre’s antiracist politics and his contributions to critical race theories, postcolonialism, and Africana existentialism._.

There is an inextricable link between cultural and clinical safety. In Australia high‐profile Aboriginal deaths in custody, publicised institutional racism in health services and the international Black Lives Matter movement have cemented momentum to ensure culturally safe care. However, racism within health professionals and health professional students remains a barrier to increasing the number of Aboriginal and Torres Strait Islander Health professionals. The Australian Health Practitioner Regulation Agency's Aboriginal and Torres Strait Islander Health Strategy's objective to ‘eliminate racism from the (...) health system’, and the recent adoption of the Aboriginal and Torres Strait Islander peoples led cultural safety definition, has instigated systems level reflections on decolonising practice. This article explores cultural safety as the conceptual antithesis to racism, examining its origins, and contemporary evolution led by Aboriginal and Torres Strait Islander peoples in Australia, including its development in curriculum innovation. The application of cultural safety is explored using in‐depth reflection, and the crucial development of integrating critical consciousness theory, as a precursor to culturally safe practice, is discussed. Novel approaches to university curriculum development are needed to facilitate culturally safe and decolonised learning and working environments, including the key considerations of non‐Indigenous allyship and collaborative curriculum innovations and initiatives. (shrink)

This book unearths and outlines the semantic foundations of white fragility and their consequences for racial justice in the United States. It argues that by expanding our racial vocabulary in certain ways, we can make progress toward justice equally enjoyed by all.

Near the beginning of his huge bestseller How to Be an Antiracist, Ibram X. Kendi says, “Some of my most consequential steps toward being an antiracist have been the moments when I arrived at basic definitions. To be an antiracist is to set lucid definitions of racism/antiracism, racist/antiracist policies, racist/antiracist ideas, racist/antiracist people” (p. 17). Unfortunately, for those who wish to be antiracists, Kendi’s definitions are anything but lucid. In fact, they are quite murky. This is particularly the case (...) with respect to Kendi’s definitions of racist and antiracist. (shrink)

Arendt’s concept of the social is at the heart of her interventions in racial politics in the United States. Readers of Arendt often focus on whether her distinction is too rigid to accommodate the reality of US racial politics, or whether it can be altered to be more capacious. The central issue here is that of closing the gap between conceptual abstraction and concrete reality. However, by extending our archive regarding the social and political beyond Arendt—to work in subaltern studies (...) and the thought of Arendt’s radical Black contemporaries—I argue that we can craft a concept of the social as a counterinsurgent logic by which political acts are reduced to social disorder, neutralizing the political edge and novelty of revolt. The distinction between the social and political is therefore useful not to describe or categorize kinds of revolts or struggles but to critically examine the way they are interpretatively and concretely transformed from ‘political’ to ‘social’ struggles. Situating Arendt among contemporary revolutionaries such as James and Grace Lee Boggs, I argue that they mobilized such a distinction, asking not what rebellions were but what might be made of them. (shrink)

The consideration of racial differences in the biology of disease and treatment options is a hallmark of modern medicine. However, this time-honored medical tradition has no scientific basis, and the premise itself, that is, the existence of biological differences between the commonly known races, is false inasmuch as races are only sociocultural constructions. It is time to rid medical research of the highly damaging exercise of searching for supposed racial differences in the biological manifestations of disease. The practice not only (...) condoned but required by the National Institutes of Health of utilizing racial identification as a demographic characteristic with assumed biological implications is at best badly flawed, and at worst unintentionally contributes to perpetuating the fallacy of natural differences between persons of different skin color, which has been used in the past to advance the cause of racial discrimination. (shrink)

The dangerous memory of the crucified and risen Jesus confronts the “lie” of racism, past and present. The cross and resurrection disrupt our forgetfulness about the lie and awaken memory of our complicity in the reality of racism and its ongoing diminishment of the lives of racially-minoritized people. Indeed, the dangerous memory embodied in the crucifixion and resurrection of Jesus creates tension that evokes a relational and agitational community of resistance to racist ideas and policies.

Sharply in focus in the United States right now is the disproportionate COVID‐19 infection, hospitalization, and mortality rates of Black, Indigenous, Hispanic, and Pacific Islanders living in the United States in contrast to White people. These COVID‐19 disparities are but one example of how systemic racism filters into health outcomes for many Black, Indigenous, and other People of Color (BIPOC). With these issues front and center, more attention is being given to the ways that White medical professionals contribute to these (...) disparities, including their socialization to ignore or deny inequities. As such, the present study sought to understand how educating White health‐care pre‐professionals about systemic racism might influence their understanding of and responsibility for disrupting White supremacy. Data were drawn from 49 White‐identified nursing students who participated in a mapping project that uncovered instantiations of systemic racism in the United States. Participant written reflections were analyzed using thematic analysis. Findings revealed that mapping projects can develop White people's knowledge and understanding of systemic racism. We introduce the construct, transformative dissonant encounters, to describe how this project precipitated shifts in world view necessary for White people to confront systemic racism. Implications for nursing educators, psychological researchers, and antiracist activists are discussed. (shrink)

In this essay Sandra Vanderbilt explores philosophies of peace and protest through a dialectical reading of the works of Martin Luther King Jr., Daisaku Ikeda, and Paulo Freire, and considers these philosophies in relation to her own activism, specifically in the context of dealing with White postracial myths and more overt acts of racism. This essay outlines what she learned from her dialectical reading across several works by King, Ikeda, and Freire, and how these philosophies of peace and protest informed (...) the ways in which she has been able to initiate and sustain conversations across the chasm that separates her antiracist positioning from the stance of friends and family members who deny and enact racism and White supremacy. The three theorists Vanderbilt focuses on here all point to ongoing engagement among individuals as necessary to sustaining the collective. Drawing on their work, Vanderbilt suggests that we have to begin with a critical understanding of Whiteness in our efforts to engage someone, in radically loving acts, in confrontation with their own words and behavior. Opportunities for this sort of confrontation have the potential to bridge the conversational chasm and to open discussions wherein one can practice the virtue of justice, and importantly racial justice. (shrink)

Responding to the climate crisis requires social and economic innovation—because climate change is a symptom of patriarchal capitalist systems that are concentrating—rather than distributing—wealth and power. Despite the need for social and economic innovation, technological innovation continues to be prioritized in climate policy and climate investments. This paper reviews the dangers of technological optimism in climate policy by exploring its links to patriarchal systems and masculinity. The disproportionate focus on science and technology emerges from and reinforces “climate isolationism,” a term (...) that I use to refer to the common framing of climate change as an isolated discrete, scientific problem in need of technological solutions. This framing stems from assumptions of patriarchal white-male conceptions of privilege and power that evolve from a colonizing and controlling mindset. Masculine technological optimism is dangerous because it is exclusive, it minimizes the need for social change and social innovation, and it is ineffective in catalyzing inclusive societal transformation. This paper argues that embracing feminist, antiracist values is necessary for transformative climate policies, economic justice, and climate justice. (shrink)

Shannon Sullivan has criticized Richard Rorty for the discrepancy in his treatments of Cornel West and Marilyn Frye's prophetic philosophies, which Sullivan reads to indicate a racial bias on Rorty's part. This article defends Rorty from this criticism, first clarifying his view of the discontinuous relation of philosophy to politics, then, on the basis of this clarification, arguing that Rorty's different treatments of West and Frye do not reveal a racial bias as Sullivan claims. Finally, revisiting Rorty's exchange with Nancy (...) Fraser, it is argued that although Rorty has no philosophy of race, he does offer a strong antiracist politics. (shrink)