Towards Building Anti-Racist Communities

Theresa Y. Austin is a Professor in the College of Education, University of Massachusetts, Amherst, USA. She is author of Engaging with Ethics in Multilingual Learning Communities (with H. Celibi Celikkran, 2025, Mouton De Gruyter).Miriam Eisenstein Ebsworth is an Associate Professor in the Department of Teaching and Learning, New York University-Steinhardt, USA. She is co-editor of Language Maintenance, Revival and Shift in the Sociology of Religion (with R. Pandharipande and M. David, 2020, Multilingual Matters).

• ContributorsAcknowledgmentsPrefacePart 1: Within-Group Perspectives Chapter 1. Shelton K. Johnson and John E. Petrovic: Discussing Race and White Emotionality: Teachers, Learners and PedagogyChapter 2. Karen Julien and Lyn Trudeau: Balancing Emotional Safety and Brave Accountable Spaces to Discuss Hard Truths about Race and Inclusion in Higher Education ClassroomsChapter 3. Darold Harmon Joseph, Chris Lanterman, Catharyn C. Shelton, Christine K. Lemley,  Jennie DeGroat,  Alma Montemayor-Sándigo, James K. Ingram and Hoda Harati: Where Are We From?: Drawing on 'Peoplehood' to Humanize Higher Education Anti-Racist WorkChapter 4. Yin Lam Lee-Johnson, Katherine O’Connor and Jimmy Fuller: Subversive Power of Intersectionality: Counterstory Analysis of Biracial and Multiracial Microaggressions among School-Age LearnersChapter 5. Laurie Hahn Ganser: Translanguaging Pedagogies in the Anti-Racist ClassroomPart 2: Examining Perspectives across GroupsChapter 6. Gertrude Tinker Sachs, Rihab Alsulami, Tonya DeGeorge, Brooks Salter, Cheryll Thompson-Smith, Ethan Trinh and Sterline Caldwell: Coming to Consciousness in a Teacher Education Doctoral Course through Paired Critical Curriculum DevelopmentChapter 7. Luis E. Poza, Rebeca Burciaga, Marcos Pizarro, Heather Lattimer, Saili Kulkarni, Sudha Krishnan, Kyoung Mi Choi, Robert Marx, Marcella McCollum and Marisol Quevedo: Emancipatory Education as PraxisChapter 8. Atiya McGhee, Masumi Hayashi-Smith and Brett Collins: Race Affinity Spaces: Complexities for Self-Identification Chapter 9. Miriam Eisenstein Ebsworth and Timothy John Ebsworth: A Reflexive Study of a Teacher and Teacher Educator: Addressing Conflicts of Identity, Language, Values and Race Part 3: Examining Multilingual Multiracial IssuesChapter 10. Kristin A. Sinclair  and  Sabrina Wesley-Nero: 'If Not Me, Who?': Working toward Anti-Racism through Race-Based Affinity Groups for Future Education ProfessionalsChapter 11. Aída Nevárez-La Torre and Xueyi Luo: Intersectionality of Language, Race and Poverty in Education: Urban Teachers’ PerspectivesChapter 12. Haidy G. Díaz: Understanding the Differences in Latinx Communities to Better Understand Intragroup CultureChapter 13. Sayonara Tomoum and Theresa Austin: What, Me a Racist? Impact of (Mis)identification in Complex Interracial Interactions in Higher Education Part 4: Institutional/Community Perspectives Chapter 14. Samina Hadi-Tabassum: Building Black and Brown CoalitionsChapter 15. Kristen L. White, Laura M. Kennedy and Briana L. Bancroft: Using Children’s Literature to Facilitate Anti-Racist Pedagogy: An Interdisciplinary, Rural-Based CollaborationChapter 16. Shelley Wong, Dawn Hathaway, Sujin Kim, Nader Ayish, Anita Bright, R. V. Pierre Rodgers and Anwar Hussein-Abdel Razeq: An Anti-Racist Faculty Book Club: Multi-Voiced Dialogues for Self-Reflection and Decolonizing Teacher EducationChapter 17. Stella L. Smith, Kristin D. Medlin, Lauren A. Wendling and Katie A. Evans: Infusing Anti-Racism into Community Engagement: A Community Dialogue on Institutions of Higher EducationChapter 18. Lauren Mark: Approaching Anti-Racism through Intersectionality, Reciprocity and the Bittersweetness of Radical Listening  Index

This exciting new edited volume explores how teachers, teacher educators, and researchers can build anti-racist communities by centering intersectional identities. Drawing from both US and global contexts, chapters invite authors to engage in critical reflection, dialogue, and concrete, sustained action toward more just classrooms, institutions, and coalition-based community partnerships.