Geetha Marcus is a senior lecturer in teacher education at The University of Edinburgh. She is a sociologist, feminist, and teacher activist whose research and teaching interests focus on social inequalities within public education systems. She has extensive professional experience in the field of primary education, both in classroom practice and in senior management. As a practitioner-researcher she believes there is an urgent need for teachers to employ education methods for justice-oriented social change. Stefanie Van de Peer is an academic whose area of expertise is women in documentary and world cinema. She is a film historian interested in non-mainstream filmmaking such as activist non-fiction and animation. Central questions in her research focus on power structures, identity formation and emancipation. She has professional experience with several international film festivals as coordinator, programmer, curator, and board member.

• Meet the editors and contributors Foreword, by Khadija Mohammed Introduction: Silence is not an option, by Geetha Marcus and Stefanie Van de Peer Chapter 1: And still I rise, by Geetha Marcus Chapter 2: Whose knowledge counts in Early Childhood Education and Care, by Caralyn Blaisdell Chapter 3: Changing worldviews through study visits, by Simon Hoult Chapter 4: Using critical dialogue to address racism, humanise the 'other' and create solidarity and praxis in the classroom, by Emma Wood Chapter 5: Decolonisation as public sociology practice, by Eurig Scandrett Chapter 6: The Scottish Centre for Social Justice, by Marion Ellison Chapter 7: Challenging dominant narratives about the global south to address implicit bias and othering, by Walid Salhab, Sandra Ndale and Emma Wood Chapter 8: Film festivals and film studies: an anti-racist approach to curation and education, by Stefanie Van de Peer Chapter 9: Creative strategies for unknowing: taking risks to encourage equitable relationships in the classroom, by Anthony Schrag Chapter 10: White is the colour of my name: anti-racism in theatre and performance praxis, by Bianca Mastrominico Chapter 11: Mad studies and anti-racism, by Anne O’Donnell Chapter 12: Imagining defragmented university spaces, by Arek Dakessian; Anthony Ataekong; Olutayo Burrows; Misbah Haqani; MD Rezaur Rahman and Georgina Pearson Chapter 13: Critical conversations on decolonising the physiotherapy curriculum, by Kavi C Jagadamma, Judith Lane and Jane Culpan Chapter 14: Walking the talk: stepping into difficult conversations in occupational therapy education, by Michelle L Elliot and Zaynab Akhtar Conclusion: Learning to Love, by Geetha Marcus and Stefanie Van de Peer Index

This timely book encourages readers to consider their own positionality and ‘narrative’ in relation to anti-racist thinking and learning...a dynamic team of contributors from a wide variety of academic and professional fields... gives a vibrant multi-dimensional lens through which to view the contents of the book. The collected material is both engaging and pertinent and has a specific focus on how to understand and facilitate effective race equity and anti-racist pedagogy...This book supports the reader in gaining insight and a new of way of seeing the world. It interrogates what can be done to address injustice and the systemic causes of racial inequity, thus ensuring a collective responsibility for change within the sector.Dr Susan DavisReader in Diversity and Equity in Education, Cardiff Metropolitan University

Geetha Marcus is a senior lecturer in teacher education at The University of Edinburgh. She is a sociologist, feminist, and teacher activist whose research and teaching interests focus on social inequalities within public education systems. She has extensive professional experience in the field of primary education, both in classroom practice and in senior management. As a practitioner-researcher she believes there is an urgent need for teachers to employ education methods for justice-oriented social change. Stefanie Van de Peer is an academic whose area of expertise is women in documentary and world cinema. She is a film historian interested in non-mainstream filmmaking such as activist non-fiction and animation. Central questions in her research focus on power structures, identity formation and emancipation. She has professional experience with several international film festivals as coordinator, programmer, curator, and board member.

• Meet the editors and contributors Foreword, by Khadija Mohammed Introduction: Silence is not an option, by Geetha Marcus and Stefanie Van de Peer Chapter 1: And still I rise, by Geetha Marcus Chapter 2: Whose knowledge counts in Early Childhood Education and Care, by Caralyn Blaisdell Chapter 3: Changing worldviews through study visits, by Simon Hoult Chapter 4: Using critical dialogue to address racism, humanise the 'other' and create solidarity and praxis in the classroom, by Emma Wood Chapter 5: Decolonisation as public sociology practice, by Eurig Scandrett Chapter 6: The Scottish Centre for Social Justice, by Marion Ellison Chapter 7: Challenging dominant narratives about the global south to address implicit bias and othering, by Walid Salhab, Sandra Ndale and Emma Wood Chapter 8: Film festivals and film studies: an anti-racist approach to curation and education, by Stefanie Van de Peer Chapter 9: Creative strategies for unknowing: taking risks to encourage equitable relationships in the classroom, by Anthony Schrag Chapter 10: White is the colour of my name: anti-racism in theatre and performance praxis, by Bianca Mastrominico Chapter 11: Mad studies and anti-racism, by Anne O’Donnell Chapter 12: Imagining defragmented university spaces, by Arek Dakessian; Anthony Ataekong; Olutayo Burrows; Misbah Haqani; MD Rezaur Rahman and Georgina Pearson Chapter 13: Critical conversations on decolonising the physiotherapy curriculum, by Kavi C Jagadamma, Judith Lane and Jane Culpan Chapter 14: Walking the talk: stepping into difficult conversations in occupational therapy education, by Michelle L Elliot and Zaynab Akhtar Conclusion: Learning to Love, by Geetha Marcus and Stefanie Van de Peer Index

This timely book encourages readers to consider their own positionality and ‘narrative’ in relation to anti-racist thinking and learning...a dynamic team of contributors from a wide variety of academic and professional fields... gives a vibrant multi-dimensional lens through which to view the contents of the book. The collected material is both engaging and pertinent and has a specific focus on how to understand and facilitate effective race equity and anti-racist pedagogy...This book supports the reader in gaining insight and a new of way of seeing the world. It interrogates what can be done to address injustice and the systemic causes of racial inequity, thus ensuring a collective responsibility for change within the sector.Dr Susan DavisReader in Diversity and Equity in Education, Cardiff Metropolitan University

Geetha Marcus is a senior lecturer in teacher education at The University of Edinburgh. She is a sociologist, feminist, and teacher activist whose research and teaching interests focus on social inequalities within public education systems. She has extensive professional experience in the field of primary education, both in classroom practice and in senior management. As a practitioner-researcher she believes there is an urgent need for teachers to employ education methods for justice-oriented social change. Stefanie Van de Peer is an academic whose area of expertise is women in documentary and world cinema. She is a film historian interested in non-mainstream filmmaking such as activist non-fiction and animation. Central questions in her research focus on power structures, identity formation and emancipation. She has professional experience with several international film festivals as coordinator, programmer, curator, and board member.

• Meet the editors and contributors Foreword, by Khadija Mohammed Introduction: Silence is not an option, by Geetha Marcus and Stefanie Van de Peer Chapter 1: And still I rise, by Geetha Marcus Chapter 2: Whose knowledge counts in Early Childhood Education and Care, by Caralyn Blaisdell Chapter 3: Changing worldviews through study visits, by Simon Hoult Chapter 4: Using critical dialogue to address racism, humanise the 'other' and create solidarity and praxis in the classroom, by Emma Wood Chapter 5: Decolonisation as public sociology practice, by Eurig Scandrett Chapter 6: The Scottish Centre for Social Justice, by Marion Ellison Chapter 7: Challenging dominant narratives about the global south to address implicit bias and othering, by Walid Salhab, Sandra Ndale and Emma Wood Chapter 8: Film festivals and film studies: an anti-racist approach to curation and education, by Stefanie Van de Peer Chapter 9: Creative strategies for unknowing: taking risks to encourage equitable relationships in the classroom, by Anthony Schrag Chapter 10: White is the colour of my name: anti-racism in theatre and performance praxis, by Bianca Mastrominico Chapter 11: Mad studies and anti-racism, by Anne O’Donnell Chapter 12: Imagining defragmented university spaces, by Arek Dakessian; Anthony Ataekong; Olutayo Burrows; Misbah Haqani; MD Rezaur Rahman and Georgina Pearson Chapter 13: Critical conversations on decolonising the physiotherapy curriculum, by Kavi C Jagadamma, Judith Lane and Jane Culpan Chapter 14: Walking the talk: stepping into difficult conversations in occupational therapy education, by Michelle L Elliot and Zaynab Akhtar Conclusion: Learning to Love, by Geetha Marcus and Stefanie Van de Peer Index

This timely book encourages readers to consider their own positionality and ‘narrative’ in relation to anti-racist thinking and learning...a dynamic team of contributors from a wide variety of academic and professional fields... gives a vibrant multi-dimensional lens through which to view the contents of the book. The collected material is both engaging and pertinent and has a specific focus on how to understand and facilitate effective race equity and anti-racist pedagogy...This book supports the reader in gaining insight and a new of way of seeing the world. It interrogates what can be done to address injustice and the systemic causes of racial inequity, thus ensuring a collective responsibility for change within the sector.Dr Susan DavisReader in Diversity and Equity in Education, Cardiff Metropolitan University