Anti-Racism Resources at UCSF Library: Anti-Racism in Education

This book explores how antiracism theories can be translated into practice within formal education, as well as in other educational programs outside schools, as very often racism occurs outside the school environment.

Drawing on narratives from hundreds of Black, Latinx, and Indigenous individuals, Ebony Omotola McGee examines the experiences of underrepresented racially minoritized students and faculty members who have succeeded in STEM. Based on this extensive research, McGee advocates for structural and institutional changes to address racial discrimination, stereotyping, and hostile environments in an effort to make the field more inclusive.

The Emperor Has No Clothes: Teaching About Race and Racism to People Who Don't Want to Know offers theoretical grounding and practical approaches for leaders and teachers interested in effectively addressing racism and other oppressive constructs.

The Handbook on Promoting Social Justice in Education explores social justice elements across the global human continuum in the field of education and offers the skills and ways of thinking to achieve a more equitable, caring and fair world.

This book critically analyses how politics and power affect the ways that medicine is taught and learned. Challenging society's historic reluctance to connect the realm of politics to the realm of medicine, Medical Education, Politics and Social Justice: The Contradiction Cure emphasizes the need for medical students to engage with social justice issues, including global health crises resulting from the climate emergency, and the health implications of widening social inequality.

The essays in this collection work through many of the possibilities and limitations of engaging in counter-hegemonic education for transformative learning.

Inclusive instruction is teaching that recognizes and affirms a student's social identity as an important influence on teaching and learning processes, and that works to create an environment in which students are able to learn from the course, their peers, and the teacher while still being their authentic selves.