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Dismantling Oppression

Dismantling Oppression

Resources contained under this category will address the ways we can, and must, engage with our communities and work to acknowledge the interconnectedness of all forms of oppression – racism, sexism, heterosexism, classism, adultism, ableism, etc. – Challenging imbalances of power are key to creating a healthy and safe community, a community which views all of its members as valuable, ensures access to resources and opportunities and which views violence, including institutional violence, as intolerable and works in partnership and as allies to prevent it.

  • An article about mentoring for social justice - about not just helping those who are younger or less fortunate get ahead, but a challenge to those who are older to take responsibility to help younger people become more effective participants in an inter-generational web of people working to rebuild their communities based on values of respect, inclusion, healing, equity, love, and social justice.

  • By Joseph Kahne and Joel Westheimer. Drawing on our yearlong study of two dozen K-12 teachers who took part in a university-based effort to promote service learning in area schools, we propose a conceptual scheme that highlights different rationales for service learning. Our goal is not to replace consensus with conflict, but rather to point out the various ideological, political, and social goals that can be promoted by service learning activities in schools.

  • American feminist and activist, Peggy McIntosh, explores the power of white privilege. To prove this power, McIntosh writes out a list of daily effects of white privilege in her life, including never being asked to speak on behalf of all people in a particular racial group, easily renting or purchasing housing, and the ability to swear, dress in second-hand clothes, or not answer letters without having people attribute these choices to race. Once these advantages are acknowledged, however, McIntosh questions what to do with this knowledge. How can people in positions of power dismantle the very systems that empower them? How can we become increasingly aware of our own privilege and the privilege (or lack thereof) of others? How do we transfer power to those who are different than us? These are some of the many questions that McIntosh inspires.

  • Our publications provide background, a scope of the problem, and offer targeted recommendations for advocates, agencies, and policymakers to resolve common challenges facing Women of Color.

  • A list of resources to help parents approach their children’s schools to advocate for a more inclusive approach to discussing Thanksgiving. These resources will also be useful for teachers wanting to alter their approach to teaching about Native peoples and Thanksgiving. The toolkit is collected by Gaelle Marcel.

  • Developed through the Violence Against Women with Disabilities and Deaf Women Project of Wisconsin, A Practical Guide for Creating Trauma-Informed Disability, Domestic Violence and Sexual Assault Organizations highlights and explores effective trauma-informed conditions or core values that victims, survivors and people with disabilities find essential for safety and healing. The Guide leads readers on a journey of exploration into the context of these conditions to promote dialogue and understanding, and spur implementation of strategies for domestic violence, sexual assault and disability organizations to become more trauma-informed. December 2011.

  • is the oldest, largest, and most frequently visited web site dedicated to books by, or about, people of African descent. Started in 1997, is a widely recognized source of information about Black authors. Mission & Goals:
    o Promote literature and literary nonfiction from all over the world to readers of all backgrounds
    o Satisfy readers’ book buying needs
    o Serve as a resource and platform for aspiring and established writers
    o Provide a variety of book production services including book printing and manuscript editing
    o Provide a forum for the exchange of opinions on Black literature and culture
    o Foster an appreciation for reading and literacy
    o Assess and report on the reading habits of African Americans
    o Advocate for web equality and independence

  • This document was created to be used as a resource for anyone looking to broaden their understanding of anti-racism and get involved to combat racism, specifically as it relates to anti-Blackness and police violence. Within this guide, please find a variety of resources to explore practical ways to understand, explain, and solve seemingly intractable problems of racial inequity, white supremacy, police violence, and injustice.

  • This document is intended to serve as a resource to white people and parents to deepen our anti-racism work. If you haven’t engaged in anti-racism work in the past, start now. Feel free to circulate this document on social media and with your friends, family, and colleagues.

  • This is a round-up of various anti-racist resources. Below are several webinars to assist us in taking action! . In addition, this post provides a few resources for people of color such as racial wound healing and therapy/funds dedicated to POC, as well as many recommended anti-racism books, articles, toolkits, YouTube videos, movies/TV shows, podcasts and self care resources for all.

  • Black Lives Matter At School is a national coalition organizing for racial justice in education. We encourage all educators, students, parents, unions, and community organizations to join our annual week of action during the first week of February each year.

  • As US racial divisions and inequities grow sharper and more painful, the work of envisioning and creating systems of authentic racial inclusion and belonging in the United States remains work in progress. We believe that reversing the trend must begin in our homes, schools, and communities with our children’s hearts and minds. At EmbraceRace, we identify, organize – and, as needed, create – the tools, resources, discussion spaces, and networks we need to meet 4 goals:
    o Nurture resilience in children of color
    o Nurture inclusive, empathetic children of all stripes
    o Raise kids who think critically about racial inequity
    o Support a movement of kid and adult racial justice advocates for all children

  • These videos and discussion guides are intended to be used by domestic and sexual violence advocates and activists to spark conversations on the ways that racism and oppression have shaped our anti-violence movements and how we can dismantle racism in our organizations and communities. In these videos, you will hear from advocates and organizers who discuss their own experiences, perceptions, and journeys of practicing anti-racism as a means of ending gender-based and intimate violence. We invite you to view these videos with an open heart, on your own or with others.

  • The United States has seen escalating protests over the past week, following the death of George Floyd while in custody of the Minneapolis police. Educators everywhere are asking how can we help students understand that this was not an isolated, tragic incident perpetrated by a few bad individuals, but part of a broader pattern of institutionalized racism. Institutional racism—a term coined by Stokely Carmichael (later known as Kwame Ture) and Charles V. Hamilton in their 1967 book Black Power: The Politics of Liberation in America—is what connects George Floyd and Breonna Taylor with Ahmaud Arbery, Philando Castile, Sandra Bland, Eric Garner, Emmett Till, and the thousands of other people who have been killed because they were “black in America.” This context seems vital for discussions both inside and outside the classroom. The following articles, published over the course of JSTOR Daily’s five years try to provide such context. As always, the underlying scholarship is free for all readers. We have now updated this story with tagging for easier navigation to related content, will be continually updating this page with more stories, and are working to acquire a bibliographic reading list about institutionalized racism in the near future. (Note: Some readers may find some of the stories in this syllabus or the photos used to illustrate them disturbing. Teachers may wish to use caution in assigning them to students.)

  • This web conference presented a basic overview of the importance of addressing anti-oppression work in our efforts to prevent violence against women. The focus of the discussion was on creative brainstorming and sharing of tools and resources for solutions to what can be done at the local level.

  • A collection of resources on taking accountability and action for Black lives.

  • This is a working document for scaffolding anti-racism resources. The goal is to facilitate growth for white folks to become allies, and eventually accomplices for anti-racist work. All of these resources have been sourced from other Google docs, or articles — we have simply reordered them in an attempt to make them more accessible. We will continue to add resources.

  • Sexual violence & individuals who identify as LGBTQ is an information packet containing nearly a dozen resources focused on serving, engaging, and collaborating with individuals and communities who identify as lesbian, gay, bisexual, transgender or queer or questioning (LGBTQ). The packet contains resources to support counselors, advocates, preventionists, technical assistance providers, and allied professionals committed to affirming all individuals and communities. The goals of this packet are to provide resources that will both strengthen work already being done, as well as assist organizations in discovering a place to begin program development. This packet includes an Annotated Bibliography, a Research Brief, a Resource List, and guides on Talking about Gender & Sexuality, Creating Inclusive Agencies, the Process of Coming Out, the Impact of Discrimination, Hate & Bias-Motivated Crimes, the Impact on Individuals & Communities, Sexual Harassment & Bullying of Youth, and Transformative Prevention Programming.

  • This national program of the Robert Wood Johnson Foundation (RWJF) in collaboration with LTG Associates (LTG,) identified promising practices to prevent intimate partner violence among immigrant and refugee populations in the United States. The program, supported by RWJF from February 2009 to February 2013, gleaned findings from eight diverse programs serving immigrants and refugees with the goal of improving the health and well-being of underserved, vulnerable populations. Through Strengthening What Works, RWJF was able to support emerging programming for IPV prevention that can serve as models for other communities to establish their own innovative programs designed to reduce intimate partner violence in ethnically diverse populations. The initiative also provided support and resources for organizations to building their capacity to serve vulnerable communities and to conduct and utilize evaluations to improve the effectiveness of their programs.

  • A selection of books and articles that discuss racism and oppression, curated by the Oakland Public Library for parents and educators.

  • Teaching for Change provides teachers and parents with the tools to create schools where students learn to read, write and change the world. By drawing direct connections to real world issues, Teaching for Change encourages teachers and students to question and re-think the world inside and outside their classrooms, build a more equitable, multicultural society, and become active global citizens.

  • This website, hosted by Southern Poverty Law Center, is an excellent resource for educators who want to promote diversity, equity, and justice. Here they can find lessons, suggestions, conversation, and support from other teachers who are using lessons from history along with current events to address issues of oppression. Resources also include material that teaches media literacy and nurtures social activism.

  • On any given day, in any given place in the United States, a person is less likely to be stopped and accused of committing a crime – whether they have committed one or not – if he or she belongs to a group that has historically been defined as white for a sufficient period of time in the United States. People defined as white are also are dramatically more likely to have benefits in terms of home ownership, access to quality education and an inheritance based on previous generations’ access to those privileges of whiteness. Almost no one – white or person of color—is individually asking to be privileged or oppressed. At the same time, understanding white privilege in the context of systemic racism and doing nothing about it constitutes colluding in exactly the way the system was set up to work. Here are resources for educators to learn more and to conduct discussions around whiteness and white privilege.