Skip to main content
Skip to McMaster Navigation Skip to Site Navigation Skip to main content
McMaster logo
COVID-19 information and updates

Find the most recent updates here, as well as FAQs and information for students, faculty and staff.

A Brief Note

We plan to update this resource list as new materials emerge and as new ones are brought to our attention.

Please feel free to email us or access the suggestion box to provide ideas for what resources should be included.

These resources are meant to be confounding, disruptive, educational, and, at times, uncomfortable. By no means is this list comprehensive, nor does it guarantee that you will become an enlightened and anti-racist ally by the end of it. They are entry points, places of expansion, and opportunities for reflection, while also requiring more than reading (e.g. action, practice, etc.). 

We hope this is a helpful list to get you started!

Videos

Videos

Online Articles

Online Articles

Books

Books

Academic Articles

Academic Articles

  • Anderson, L., & Riley, L. (2020). Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies. The Australian journal of indigenous education, 1-8.
  • Barrett, B. J. (2010). Is" Safety" Dangerous? A Critical Examination of the Classroom as Safe Space. Canadian Journal for the Scholarship of Teaching and Learning, 1(1), 9.
  • Bell, LA (2002). Sincere fictions: the pedagogical challenges of preparing white teachers for multicultural classrooms. Equity & Excellence in Education, 35(3), 236-244. 
  • Brown, S. L., Johnson, Z., & Miller, S. E. (2019). Racial microaggressions and black social work students: a call to social work educators for proactive models informed by social justice. Social Work Education, 38(5), 618-630.
  • Brunsma, D. L., Brown, E. S., & Placier, P. (2013). Teaching race at historically white colleges and universities: Identifying and dismantling the walls of whiteness. Critical Sociology39(5), 717-738.
  • Clark, D. A., Kleiman, S., Spanierman, L. B., Isaac, P., & Poolokasingham, G. (2014). “Do you live in a teepee?” Aboriginal students’ experiences with racial microaggressions in Canada. Journal of Diversity in Higher Education, 7(2), 112.
  • Collins, P. H. (1990). Black feminist thought in the matrix of domination. Black feminist thought: Knowledge, consciousness, and the politics of empowerment, 138(1990), 221-238.
  • Crowley, R., & Smith, W. (2020). A divergence of interests: Critical race theory and white privilege pedagogy. Teachers College Record, 122(1), 1-24.
  • DiAngelo, R. (2006). The production of whiteness in education: Asian international students in a college classroom. Teachers College Record, 108(10), 1960-1982.
  • Garran, A. M., & Rasmussen, B. M. (2014). Safety in the classroom: Reconsidered. Journal of Teaching in Social Work, 34(4), 401-412.
  • Gayle, B. M., Cortez, D., & Preiss, R. W. (2013). Safe Spaces, Difficult Dialogues, and Critical Thinking. International Journal for the Scholarship of Teaching & Learning, 7(2).
  • Gregory, J. R. (2021). Social work as a product and project of whiteness, 1607–1900. Journal of Progressive Human Services, 32(1), 17-36.
  • Harper, S. R. (2013). Am I my brother’s teacher? Black undergraduates, racial socialization, and peer pedagogies in predominantly white postsecondary contexts. Review of Research in Education, 37(1), 183-211.
  • Holley, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49-64.
  • Hollingsworth, L. D., Patton, D. U., Allen, P. C., & Johnson, K. E. (2018). Racial microaggressions in social work education: Black students’ encounters in a predominantly White institution. Journal of Ethnic & Cultural Diversity in Social Work27(1), 95-105.
  • Hubain, B. S., Allen, E. L., Harris, J. C., & Linder, C. (2016). Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs. International Journal of Qualitative Studies in Education, 29(7), 946-963.
  • Hytten, K., Adkins, A. (2002) Thinking through a pedagogy of whiteness. Educational Theory, 51(4), 433-450.
  • Jeyasingham, D. (2012). White noise: a critical evaluation of social work education's engagement with whiteness studies. British Journal of Social Work, 42(4), 669-686.
  • Jones, A. & Jenkins, K. (2008). Rethinking collaboration: Working the indigene-colonizer hyphen. In Handbook of Critical and Indigenous methodologies, edited by N. K. Denzin, Y. Lincoln, and L. T. Smith. Los Angeles: Sage Publications, Inc.
  • Joseph, A. J. (2015). Beyond intersectionalities of identity or interlocking analyses of difference: Confluence and the problematic of “anti”-oppression. Intersectionalities: A global journal of social work analysis, research, polity, and practice, 4(1), 15-39.
  • Joseph, A.J. (2017). Making Civility: Historical Racial Exclusion Technologies within Canadian Democracy. In Civil Society Engagement (pp. 17-30). Routledge.
  • Kandaswamy, P. (2007). Beyond colorblindness and multiculturalism: Rethinking anti-racist pedagogy in the university classroom. Radical Teacher, (80), 6.
  • Kohli, R. (2008). Breaking the cycle of racism in the classroom: Critical race reflections from future teachers of color. Teacher Education Quarterly, 35(4), 177-188.
  • Lensmire, T., McManimon, S., Tierney, J. D., Lee-Nichols, M., Casey, Z., Lensmire, A., & Davis, B. (2013). McIntosh as synecdoche: How teacher education's focus on white privilege undermines antiracism. Harvard Educational Review, 83(3), 410-431.
  • Montgomery, K. (2013). Pedagogy and privilege the challenges and possibilities of teaching critically about racism. Critical Education, 4(1): 1-22.
  • Mueller, J. C., & Feagin, J. (2014). Pulling back the “post-racial” curtain: Critical pedagogical lessons from both sides of the desk. In Teaching Race and Anti-Racism in Contemporary America (pp. 11-24). Springer, Dordrecht.
  • Nakaoka, S., & Ortiz, L. (2018). Examining racial microaggressions as a tool for transforming social work education: The case for critical race pedagogy. Journal of Ethnic & Cultural Diversity in Social Work, 27(1), 72-85.
  • Quaye, S. J., & Chang, S. H. (2012). Fostering cultures of inclusion in the classroom. Creating campus cultures: Fostering success among racially diverse student populations, 88.
  • Robinson-Perez, A., Marzell, M., & Han, W. (2019). Racial microaggressions and psychological distress among undergraduate college students of color: Implications for social work practice. Clinical Social Work Journal, 1-8.
  • Sefa Dei, G. J., & Singh Johal, G. (2005). Critical issues in anti-racist research methodologies. Peter Lang Publishing.
  • Sonn, C. C. (2008). Educating for anti‐racism: Producing and reproducing race and power in a university classroom. Race Ethnicity and Education, 11(2), 155-166.
  • Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183. 
  • Williams, A. A., Bryant, Z., & Carvell, C. (2019). Uncompensated emotional labor, racial battle fatigue, and (in) civility in digital spaces. Sociology Compass, 13(2), e12658.
  • Yee, J.Y., & Dumbrill, G. C. (2003). Whiteout: Looking for race in Canadian social work. In A. Al-Krenawi & J. Graham & (Eds.), Multicultural social work in Canada. (pp.98-121). Oxford University Press.

Resource Lists

Resource Lists