Mrs. Deborah Kemp and Dr. Dennis Cornell are experts in the field of anti-racism education and leadership with a combined 15 years of experience facilitating workshops and impactful speeches. Antiracism4U is designed to provide quality, research-based keynote speeches and workshops for your company, business, conference, school, non-profit, healthcare facility or staff training. We deliver cutting-edge anti-racism practices and interventions by providing the necessary tools and knowledge to help create an anti-racist mindset. With our uniquely practical, honest, and straightforward approach, participants will have a more in-depth learning experience than traditional diversity, equity, and inclusion (DEI) trainings.
Anti-Racism Education and Leadership
DEI vs. Anti-Racism Training
Diversity, Equity and Inclusion (DEI) trainings contain the themes of multiculturalism and diversity. This framework originated in the 1980s (Abrams & Gibson, 2007). DEI places an emphasis on participants being “sensitive to the cultural differences” of others, which would allow them to be more ethnocentric in practice (Abrams & Gibson, 2007, p. 149). It focuses on cross-cultural practice, and cultural-specific knowledge and awareness (Abrams & Gibson, 2007). However, these types of trainings do not go far enough with certain groups of people understanding their privilege and power in society (Robbins, 2016).
Anti-racism framework and trainings originated in the 1890s and had a resurgence in the 1960s (Abrams & Gibson, 2007). These courses focus on “individuals in positions of power that perpetuate institutional racist practices that systematically disadvantage ethnic and cultural minorities” (Abrams & Gibson, 2007, p. 149). Elements of White privilege and power/oppression are included in anti-racism training. For White people, ongoing self- reflection needs to take place. Also, discussions with willing People of Color are important to work through the White guilt, empathy, and rage (Robbins, 2016). Anti-racism training is where the real work is done to make changes in individuals, systems, and society as a whole.
It is not enough for participants to develop anti-racism practices by attending a DEI training. For a training to be considered anti-racist, then it must contain interracial communication, advocacy, respect for other racial groups, the study of White culture and Black and Brown culture, White self-reflection on privilege, fear, and empathy, and the study of power and oppression (Singh, 2019). It should also include a segment on teaching the true history of the U.S. Many history lessons were whitewashed of the racist underpinnings of White American historical figures and events (Bussey, 2021; Feize & Gonzalez, 2018). Learning about this true version of U.S. history will increase awareness of White privilege and simply conducting an anti-racism training will have positive results for participants (Berg & Simon, 2013; Devine et al., 2012; Robbins, 2016).
References
Abrams, L. S., & Gibson, P. (2007). Reframing multicultural education: Teaching white privilege in the social work curriculum. Journal of Social Work Education, 43(1), 147- 160.
Berg, K. K., & Simon, S. R. (2013). Developing a white anti-racism identity: A psycho- educational group model. Groupwork, 23(1), 7-33.
Bussey, S. R. (2021). Finding a path to anti-racism: pivotal childhood experiences of white helping professional. Qualitative Social Work, 20(4), 1025-1042.
Devine, P. G., Forscher, P. S., Austin, A. J., & Cox, W. T. L. (2012). Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology, 48, 1267-1278.
Feize, L., & Gonzalez, J. (2018). A model of cultural competency in social work as seen through the lens of self-awareness. Social Work Education, 37(4), 472-489.
Robbins, C. K. (2016). White women, racial identity, and learning about racism in graduate preparation programs. Journal of Student Affairs Research and Practice, 53(3), 256-268.
Singh, S. (2019). What do we know about the experiences and outcomes of anti-racist social work education? An empirical case study evidencing contested engagement and transformative learning. Social Work Education, 38(5), 631-653.
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