Resources

Foundational decolonial feminist essay that theorizes how modern colonialism produced a racialised, hierarchical gender system.

Analyzes how examples and tasks in high school statistics textbooks represent gender, sex, and sexuality, showing how they reproduce binary and heteronormative norms.

Explains how Physical and Health Education curricula often assume heterosexual and cisgender norms and offers strategies for more inclusive practice.

Open-access content analysis of Dutch secondary school textbooks that documents systematic gender bias and heteronormativity in school materials.

Short explainer on “hetcisnorms” and how assumptions of heterosexuality and cisgender identity shape everyday life and education.

Edited volume offering theory, reflections, and classroom activities for building LGBTQ+ allyship in English language teaching.

Documentary on the coerced sterilization of Mexican-American women in Los Angeles, exposing racialized reproductive control and resistance.

Introduces an interactive documentary and audio project sharing testimonies of people affected by forced sterilisation programmes in Peru.

Explores how women, especially in Latin America, lead struggles against extractivist projects and link gender justice with environmental justice.

Large-scale automated text analysis of school textbooks from 34 countries, documenting systematic underrepresentation and stereotyping of women and girls.

Video explaining research on gender inequality among authors in books and what this means for whose knowledge is centered.

Qualitative study of primary school boys in South Africa that examines how bullying, power, and masculinity are negotiated in everyday school life.

Explores how boys construct masculinity around protection and defence in a violent context, and how this can draw them into violent practices they may resist.

UN toolkit introducing intersectionality as a human-rights-based approach and offering practical tools for inclusive policy and programme design.

Proposes a decolonial, participatory approach to teaching intersectionality that links classroom learning with social action.

Learning module introducing the history of Two-Spirit peoples in Indigenous societies, the impacts of colonialism on gender and sexuality, and links to reconciliation.

Grade 12 lesson where students research real-life scenarios to understand minors’ reproductive rights and access to sexual and reproductive health services.

BBC short exploring how colonialism suppressed long-standing gender-fluid traditions in one culture, challenging Western binary ideas about gender.

Teacher guide offering background on Two-Spirit identities and practical strategies to make school environments safer and more affirming for Two-Spirit youth.

Short video for educators sharing three concrete steps to help gender-expansive students feel seen, respected, and included.

TEDx talk by Rachel Bailey Jones outlining entry-level and advanced practices for building gender-inclusive classrooms.

Practice brief with concrete strategies for presenting gender, sex, and sexuality in biology in ways that support belonging for gender-diverse students.

NCTE position statement outlining principles for gender-fair, nonbinary-inclusive language in teaching, curriculum, and professional communication.

District guidance to support educators in using gender-inclusive, bias-free language with students, families, and colleagues.

Scholarly article using anticolonial feminism to analyze how white settler colonial discourses shape school curricula and how educators can work to disrupt them.

English Journal article where queer and trans educator-scholars of color use queer of color critique to imagine more liberatory literacy teaching for queer and trans youth of color.

Interview-style video with Alok Vaid-Menon reflecting on gender fluidity, violence, and self-determination beyond the gender binary.

Short classroom video where children meet professionals whose jobs challenge their assumptions about which genders can do which kinds of work.

Open-access book that introduces Transformative-Emancipatory Pedagogy as a humanizing, decolonial approach to teaching controversial issues in diverse educational settings.

Short film introducing Paulo Freire’s life, his critique of the “banking” model of education, and his vision of critical pedagogy as a tool for liberation.

Three-minute explainer of Freire’s banking model of education and how dialogic, problem-posing teaching can challenge oppressive schooling.

Animated overview of project-based learning as a student-centered, real-world approach that rethinks assessment, knowledge, and classroom roles.

Practitioner-oriented guide from Imagine If that frames PBL as transformative school change grounded in authentic, equitable, student-owned projects.

Practical racial justice guide that helps educators create brave, structured spaces to talk about race, examine bias, and connect classroom practice to broader struggles for equity.

Practical toolkit of participatory action research tools that centre children’s and young people’s knowledges in identifying problems, analysing root causes and planning collective action.

Auto-ethnographic article that develops synchronous collective writing as a feminist method for deep reflexivity, solidarity and resistance to neoliberal, competitive academic cultures.

Short CAST video introducing Universal Design for Learning and its three core principles of Engagement, Representation, and Action & Expression.

Official CAST guidelines that translate the UDL framework into concrete checkpoints to design flexible, inclusive learning environments.

Plain-language overview of Universal Design for Learning for educators, explaining the framework, core principles, and classroom examples.

Scholarly chapter that applies UDL to redesign higher education practices so they better include and support Indigenous students.

Short talk in which Robin DiAngelo unpacks how white people are socialized into privilege and invites viewers to critically reflect on their own participation in systemic racism.

Short video resource (user-selected) that can be used to prompt reflection and discussion about one’s own position, privilege and responsibility in relation to social injustice.

Website of the Gesturing Towards Decolonial Futures collective with zines, experiments and tools that invite deep self-reflection on complicity, harm and responsibility in decolonial work.

Reflective essay that explores the impossibilities and contradictions of decolonization under colonial conditions, encouraging educators to sit with discomfort, limits and ongoing failure.

Animated explainer that clarifies how racism operates systemically rather than only through individual prejudice, supporting reflection on how structures and everyday practices are entangled.

Documentary segment following Australian students in a programme that measures and challenges their racial bias, offering a model for reflective anti-racist practice in classrooms.

Clip showing how “colorblind” approaches in schools can conceal bias and harm students of colour, prompting educators to examine their own assumptions about neutrality and fairness.

Video explainer in which Robin DiAngelo discusses white fragility and how defensive reactions to conversations about race sustain systemic racism, inviting white viewers into self-examination.

Curated list of articles, tools, discussion guides and media by Robin DiAngelo designed to support white people and educators in sustained reflection on whiteness and racism.

Podcast episode that continues a conversation with Robin DiAngelo about white fragility and classroom practice, modelling how white educators can interrogate their own defensiveness.

First part of a podcast dialogue on white fragility that invites teachers to reflect on how their racial identities and assumptions shape classroom interactions and relationships.

Short teaching guide that explains implicit bias and offers strategies for instructors to recognize and mitigate their own unconscious biases in learning environments.

Online testing platform where users can take Implicit Association Tests (IATs) to explore their unconscious attitudes towards different social groups and reflect on hidden bias.

Social experiment in which participants physically step forward or back based on their life experiences, making visible how race and privilege shape opportunity and prompting personal reflection.

Short anti-racism film following a young person experiencing racist bullying, designed to spark reflection on bystander responses and our own responsibilities in confronting racism.

Practitioner-facing article that explains stereotypes, prejudice and hidden bias and links to Project Implicit tests, encouraging educators to examine their own unconscious attitudes.

Academic article introducing “justice-centered reflective practice” as a way for teacher educators to critically examine their own identities, practices and complicity while working toward equity.

Widely used handout that names everyday organisational habits—like perfectionism, defensiveness and sense of urgency—as features of white supremacy culture and offers concrete antidotes for transforming practice.

Research article introducing the Epistemic Reflexivity Survey for Teacher Educators and showing how critical, justice-oriented epistemic aims shape pedagogy for diversity in teacher education.

Theoretical chapter by Margaret Archer arguing for reflexivity as a relational, collective practice, offering a lens for rethinking agency, subjectivity and change in educational spaces.

An in-classroom approach to personalize content and give students autonomy over their own learning - A reflection on the process

This article presents a multi-year case study of an early-grades social justice school in Oakland, illustrating how teachers and administrators implement decolonial curricular practices that center the lived experiences and histories of Black, Indigenous, and other students of colour in response to contemporary social and political challenges.

Co-reflections with KArima Kadaoui about the huminsing educational society emerging in Morocco, explained through the lens of the Tamkeen process.

This theoretical paper introduces the concept of the colonialities of chrononormativity to show how colonial power structures entangle time, childhood, and intersecting inequalities, shaping narrow norms of acceptable childhood while opening possibilities for reimagining childhood differently.

The article focuses on the learning loss students experience as a result of disciplinary action centered on out-of-school suspension and other approaches that remove students from the classroom.

This article critiques the Eurocentric and colonial foundations of speech and language pathology, exposing the field’s complicity in performative diversity and arguing for a decolonial epistemological shift grounded in critical theory to dismantle entrenched power structures in scholarship, pedagogy, and practice.

This toolkit offers resources to being the conversation and necessary reflections around the impact of police presence in schools, to eventually shift towards a school environment that is save, police free and supportive.

This paper explores the principles and practical implementation of humanizing pedagogy, drawing on culturally responsive teaching and teacher reflections to emphasize reflective practice, meaningful engagement with diversity, and the need for context-specific approaches to meet diverse student needs.

Carceral classrooms are defined as spaces where students are treated as objects that need to be controlled. The blog post proposes abolitionist classrooms as an alternative.

This exploratory study examines First Nations English dialects in Canada, highlighting their linguistic and cultural foundations and emphasizing the need for culturally responsive speech-language pathology practices that distinguish dialectal variation from language impairment.

This article critically traces the colonial and racial roots of native-speakerism through a historiographical analysis, revealing how it continues to reproduce unequal power relations between ‘native’ and ‘non-native’ English speakers.

The Pedagogy of Pathologization animates theories of intersectionality, critical race theory, and disability studies via the lived experiences of these young girls who are subject to a litany of violent practices abetted by the school-to-prison pipeline.

This article theorizes learning as a fundamentally fugitive, transformative, and resistant practice that is routinely obscured by schooling’s role in social stratification, meritocracy, and racial capitalism, arguing for a critical distinction between learning and achievement within oppressive educational systems.

This episode discusses the school to prison pipeline and how it is affecting children across the US.

The persistent disproportionality of culturally, linguistically, and economically marginalized students in special education and gifted programs are examined, arguing that biased assessment, inadequate instruction, and structural inequities require culturally responsive identification, early intervention, and systemic reform.

A disenchanted student takes a critical look at education, explaining his process of questioning the standardized test systems. He includes his personal testimony, as well as his pathway toward using a documentary as a path to discovery and education.

In this episode, Ricky and Leilani Sabzalian, PhD talk about her work teaching and cultivating learning environments that are respectful and have a sense of responsibility to Indigenous Peoples.

Reflections on the term “Coloniality of Being” and what this concept entails.

This article uses ethnographic research in Louisiana’s “Cancer Alley” to argue that toxic pollution operates as slow violence intertwined with structural and epistemic violence, rendering environmental harm visible to affected communities yet politically ignored.

This paper argues that colonial, Eurocentric education limits meaningful learning and proposes decolonized environmental education grounded in Indigenous knowledge to foster relational, context-based learning and more sustainable relationships with living systems.

Students in the Agroecology class taught this summer by Assistant Professor of Environmental Studies Theresa Ong learned about a trans-disciplinary topic that combines aspects of sociology, political science, economics, and ecology.

This article examines how popular education practices in agroecological settings in Brazil foster reflective, affective, and relational learning that strengthens young farmers’ connections to nature, family, and peasant culture.

This paper proposes a decolonial educational ecology to rethink climate change education by centering Black and Indigenous knowledge systems, exposing omissions within dominant sustainability narratives such as the SDGs, and challenging extractivist, growth-oriented Western frameworks.

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In this article, the term “Green Colonialism” is defined and how it impacts the life of indigenous people.

This topic is part of a series on environmental Apartheit, with this episode centering on Climate Apartheid, describing the ways in which the wealthy and well-connected are able to shield themselves from the influences from climate change while the rest are left to suffer from them.

This paper uses everyday stories of young people’s engagements with water to explore decolonial pedagogies that cultivate caring relationships with more-than-human life and support Black, Indigenous, and Black-Indigenous world-making.

This paper examines how environmental justice can be meaningfully integrated into geoscience education by outlining key competencies, ethical and interdisciplinary skills, and concrete curricular models that connect geoscience concepts to social and environmental inequities.

This paper aims to explore the phenomenon of greenwashing through a systematic literature review in search of its main concepts and typologies in the past 10 years.

This article reviews and synthesizes Black geographies and Black ecologies scholarship, highlighting their shared focus on racial, spatial, and ecological justice and their value for understanding Black resistance, transformation, and the racial capitalist roots of environmental crises.

This article examines Indigenous women’s concept of terricide, developed through a case study in Argentina, to show how ecocide, genocide, and epistemicide are relationally interconnected forms of violence against both humanity and the more-than-human world.

This paper challenges linear accounts of enclosure by demonstrating that British arguments for enclosing domestic commons drew on colonial discourses and practices, constituting a form of ‘internal colonialism’ that racialized land and its inhabitants.

This article uses Australian youth climate justice advocates’ narratives to reveal curricular injustices in mainstream climate education, showing how depoliticized school curricula push young people to seek justice-oriented climate learning beyond formal schooling.

This article uses Australian youth climate justice advocates’ narratives to reveal curricular injustices in mainstream climate education, showing how depoliticized school curricula push young people to seek justice-oriented climate learning beyond formal schooling.

A definition of the term “Hydrocolonialism”

This article conceptualizes neoliberal educational reforms as forms of enclosure that privatize education and produce raced, classed, and gendered subjectivities, arguing for a reorientation toward education as a democratic commons in solidarity with human and more-than-human life.

In this video, a case is made for integrating agroecology, local farming knowledge, and traditional food practices into school curricula to promote cultural connection, experiential learning, and healthy, community-based lifestyles.

WSJ’s Shane Shifflett explains how greenwashing can mislead consumers into believing something is eco-friendly.

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Amidst wider understanding on the need for urgent and decisive action in order to avert the worst of the climate crisis, there is a nascent global and intersectoral approach for the creation of policies to address climate change that goes beyond just the state-led international negotiations, which has become prominent in the last two decades.

This article develops a theory of transformative agroecology learning as a collective, movement-based educational strategy for food sovereignty, emphasizing horizontal learning, dialogue between knowledges, integration of political and practical action, and network building.

From busting myths, explaining how a power analysis can be used to investigate oppression and deep diving on a range of scenarios and personal stories from across the world this resource seeks to empower educators (and young people) to understand what is standing in the way of achieving the SDGs and what can be done about it.

A class project centering around a single seed can have big impacts in the community.

This webinar recording features a conversation with Elder Dr. Albert Marshall, the renowned Mi’kmaw Elder who introduced the concept of Etuaptmumk, or Two-Eyed Seeing. This approach blends the strengths of Indigenous knowledge systems and Western science to create holistic and sustainable solutions.

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A webinar on how to challenge the canon curriculum by including different resources into teaching.

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Develops the concept of “color-evasiveness” to show how color-blind ideology shapes law, policy, and education, and how DisCrit can be used to disrupt it.

Toolkit with sample scenarios, talking points, and action strategies to help educators recognize and counter white nationalist organizing in schools.

Academic Senate toolkit using a decision tree and planning tools to embed antiracism and cultural humility across institutional practices.

Toolkit from NYU Metro Center that helps students, families and educators use the Culturally Responsive Curriculum Scorecard to analyse curriculum and plan long-term shifts toward culturally sustaining content and teaching.

Autoethnographic study of how white, Global North academics use reflexive inquiry to rethink internationalised curricula and push their institutions toward decolonising practice.

Empirical article showing that multicultural (rather than colour-evasive) diversity approaches reduce cultural misunderstandings and strengthen inclusion and psychological safety in international classrooms.

Introduces Indigenous talking circles as a decolonial pedagogical framework that centres relationality, community responsibility and land-based knowledges in teaching.

Toolkit that supports programme and module leaders to recognise racialised disadvantage and to review reading lists, assessment and teaching practices through a decolonising lens.

Step-by-step facilitator guide to designing and running a youth-led photovoice project, including ethics, session plans, narrative prompts, and sample consent forms.

Practice-based study that uses feminist and decolonial art projects around the female nude to create “friction” in secondary art classrooms and open up transformative pedagogies of hope.

Widely cited chapter that critiques the language of “safe space” and proposes “brave space” agreements to support honest, accountable dialogue on power, privilege, and oppression.

Discussion paper that reflects on a remembrance-day teaching resource and offers concrete steps for centring Indigenous voices and truths when teaching about war and commemoration.

Doctoral dissertation that develops “embodied hip hop pedagogies” as a way to challenge Eurocentric, disembodied schooling by centring movement, cyphers, and hip hop culture in teaching.

Adaptation of Tema Okun’s work that names everyday characteristics of white supremacy culture in universities and offers concrete classroom disruptions and reflection prompts.

Teaching and learning resource that introduces social identities and positionality, with activities like identity wheels and guided questions to support ongoing reflective practice for instructors.

Compact toolkit explaining what it means to act as an ally, accomplice, or co-resistor alongside Indigenous communities, with guidance on motivations, everyday practices, and accountability.

Article that uses critical whiteness studies and decolonial frameworks to help educators examine their positionality when using hip hop–based education so they do not reproduce colonial injustices.

Analysis of how normative European whiteness is reproduced at individual, party, and institutional levels in the European Parliament, and how this obstructs antiracist work.

Introduces justice-centred reflective practice as an inquiry stance for teacher educators that is cyclical, critical, community-based, and oriented toward social transformation.

Practice guide from Local Trust and Durham University that explains participatory action research and offers practical steps for collaborative, community-led research cycles.

Toolkit from the GAGE programme and Adolescent Girls Investment Plan that supports youth-led participatory research, especially with girls and marginalised young people in the Global South.

Photovoice case study and toolkit from Hunger Free Colorado showing how people experiencing hunger used photography and storytelling to shift public narratives and influence policy.

Podcast from the Kroc Institute that hosts conversations on intersectional and decolonial pedagogy, featuring educators reflecting on teaching practices, justice, and knowledge production.

Edited collection that examines how power, knowledge, and race intersect in schooling, offering theoretical lenses and concrete approaches for anti-racist education.

Doctoral dissertation that develops “punk pedagogy” as an anti-oppressive teaching approach grounded in punk culture, resistance, and student-led critique of domination.

Toolkit for schools in Ealing (UK) with audit tools, prompts, and resources to help leaders, staff, and governors embed race equality and anti-racist practice across school life.

Self-study resource for teachers in Scotland that introduces anti-racist concepts, reflection activities, and classroom strategies connected to the *A’ Adam’s Bairns?* curriculum pack.

Practical toolkit from The Brilliant Club and The Black Curriculum that guides educators through reviewing STEM curricula, examples, and assessment using decolonising questions.

Health Affairs article that defines systemic and structural racism, illustrates how they are embedded across institutions, and outlines strategies for dismantling them.

Oxfam guide that explains what controversial issues are, why they matter for global citizenship education, and offers classroom strategies and activities for handling them safely and critically.

Instructor guide from Western University’s Indigenous Teaching and Learning Series outlining a four-part model for decolonising pedagogy through decolonial consciousness, positionality, critical classroom practice, and ongoing unlearning.

SOAS co-created toolkit offering concrete strategies, examples, and redesigned modules to decolonise philosophy curricula, assessment, and classroom dynamics beyond the Eurocentric canon.

Theoretical article proposing a “relational racialization” lens to complement Critical Race Theory, showing how educational structures co-produce racial categories and racisms in relation to each other.

Foundational chapter arguing for an anticapitalist, decolonising pedagogy that confronts internal neocolonialism and links classroom practice to broader struggles against structural violence.

Learning for Justice guide that helps educators plan and facilitate brave classroom discussions about race, identity, injustice, and action using clear protocols and reflection tools.

Analyses South Africa’s post-apartheid history curriculum to show how “decolonisation” is gendered and how decolonising gender is often sidelined in official narratives and classroom practice.

Erasmus+ handbook that offers theory, drama-based activities, and full course scenarios to help teacher trainers build gender-sensitive, anti-stereotypical practice in schools.

Oxfam Education pack with games, discussions and role plays that introduce learners to global gender inequalities and support critical, action-oriented learning for International Women’s Day.

Doctoral thesis that critiques UNRWA’s Human Rights Education curriculum in Gaza as depoliticised and decontextualised, and argues for approaches grounded in Palestinian collective memory and justice claims.

Toolkit for community arts educators and advocates outlining strategies to influence policy, secure funding and build coalitions so that arts education can support equity and social change.

Toolkit developed with The Black Curriculum that offers key concepts, diagnostic questions and examples to help university tutors critically review and decolonise humanities and social science courses.

Philosophical article critiquing how “comforting” white students in social justice classrooms can reproduce white fragility as a pursuit of invulnerability.

Self-evaluation questionnaire to help practitioners reflect on their own cultural assumptions and skills for building culturally safe environments.

Self-reflection checklist that supports school mental health professionals to examine identity, power, and bias in their everyday practice.

Theoretical and empirical analysis of how whiteness operates affectively in classrooms, inviting educators to stay with discomfort and confront racialised power rather than seeking emotional safety.

Short activity from an open textbook that uses the Power Flower diagram to help learners map their social identities and explore how each connects to systems of privilege and oppression.

Toolkit from JASS that uses the Power Flower to explore intersecting identities and power, as an introduction to intersectionality and deeper analysis of privilege and oppression.

Theoretical article arguing that common practices of declaring positionality can recentre whiteness and reproduce hierarchies, and calling for reparative, decolonial approaches to reflexive scholarship.

Chapter from *Becoming a Better Mentor* that defines cultural humility as lifelong self-reflection about identity, power, and privilege, with practical guidance for mentoring youth of colour.

One-page glossary by Robin DiAngelo explaining key social justice terms—such as diversity, equity, privilege, and BIPOC—to support shared language in anti-racist work.

Brief report summarising research on how racism operates within education systems, highlighting impacts on racialised students and key areas such as staff diversity and tracking.

Special issue of Teaching Tolerance (now Learning for Justice) examining how white supremacy shapes U.S. education and highlighting students, educators, and communities resisting it.

Two-page client-rated scale from the National Council for Mental Wellbeing that helps organisations assess staff cultural humility and spark reflective conversations about respectful, non-defensive practice.

Foundational article that defines “white fragility” as white people’s low tolerance for racial stress, analysing how defensive moves restore white racial equilibrium and prevent deeper engagement with racism.

Philosophical critique that unpacks the epistemological assumptions underlying DiAngelo’s White Fragility, questioning how knowledge, objectivity, and social construction are framed in contemporary antiracist discourse.

Beacon Press discussion guide with facilitation tips, “silence breakers,” and reflection questions to help groups read White Fragility and hold accountable, brave conversations about race.

Longitudinal study of African American emerging adults that examines how different forms of internalized racism and racial identity beliefs interact over time to shape depression and anxiety.

Practice-oriented guide from Women’s Health in the South East that explains intersectionality, offers case studies and reflective questions, and shows how to embed it in organisational culture and gender-equity work.