• Basham, K. K., Donner, S., & Everett, J. E. (2001). A controversial commitment: The antiracism field assignment. Journal of Teaching in Social Work, 21(1-2), 157-174. doi:10.1300/j067v21n01_10.



    • Deepak, A. C., & Biggs, M. J. G. (2011). Intimate technology: A tool for teaching anti-racism in social work education. Journal of Ethnic & Cultural Diversity in Social Work, 20(1), 39- 56. doi:10.1080/15313204.2011.545944.



    • Grayson, Mara Lee (2019) “Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom,” The Journal of the Assembly for Expanded Perspectives on Learning: Vol. 24, Article 4.


    • Henry, F., Dua, E., James, C. E., Kobayashi, A., Li, P., Ramos, H., & Smith, M. S. (2017). The equity myth: Racialization and Indigeneity at Canadian universities. Vancouver, BC: UBC Press.



    • Kendi, I. X. (2019). How to be an antiracist. New York, NY: One World/Ballantine.


    • Lavoie, T. (2001). Teaching and learning in adult and higher education, the example of antiracism and anti-oppression training for social work field instructors (Doctoral Dissertation). Retrieved from


    • McMahon, B. (2007). Educational administrators’ conceptions of whiteness, anti-racism and social justice. Journal of Educational Administration, 45(6), 684-696. doi:10.1108/09578230710829874.




    • Twine, F.W. & Steinbugler, A (2006) “The gap between whites and whiteness: Interracial Intimacy and Racial Literacy,” Du Bois Review Social Science Research on Race: 3(02):341 – 363. DOI:10.1017/S1742058X06060231.



    • Yee, J. Y., & Wagner, A. E. (2013). Is anti-oppression teaching in Canadian social work classrooms a form of neo-liberalism? Social Work Education, 32(3), 331-348. doi:10.1080/02615479.2012.672557.