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There are racial differences in policing and treatment when people are stopped for the same crimes, and scholars have long documented and expressed concern regarding the police’s reactions to Black men. In this paper, we argue that racism is the root cause of police-involved killings of unarmed Black men. Utilizing several contemporary examples, we articulate the ways racism operates through cultural forces and institutional mechanisms to illustrate how this phenomenon lies at the intersection of public safety and public health. Thus, we begin by defining racism and describing how it is gendered to move the notion that the victims of police involved shootings overwhelmingly tend to be Black men from the margins of the explanation of the patterns to the center. Next, we discuss how the police have been used to promote public safety and public health throughout US history. We conclude by describing common explanations for contemporary police-involved shootings of unarmed Black males and why those arguments are flawed. Reframing the phenomena as gendered racism is critical for identifying points of intervention. Because neither intent nor purpose is a prerequisite of the ways that racism affects public safety and public health, the differential impact of policies and programs along racial lines is sufficient for racism to be a useful way to frame this pattern of outcomes. Incorporating gender into this framing of racism introduces that ways that Black men have been viewed, stereotyped, and treated implicitly in institutional practices and explicitly in institutional policies.

The purpose of this chapter is to present an overview of the status of African American women in academe. The primary context is the Predominately White Institution and the terms African American and Black are used interchangeably. We discuss the silencing of this group of women while privileging others. To date, little has been written on this topic. Much less has been written about the African American females’ struggles in silence, both personally and professionally (Collins, 1986). We end by putting forth strategies that African American women might consider as they soar in leadership roles.

The purpose of the study is to analyze how the popular comic book series DC Graphic Novel for Young Adults depicts superhero, civilian and villains of color in the titles and address how the collection engages in or avoids discussions of racism.

This study uses a critical race content analysis to analyze how characters of color are represented in the DC Graphic Novel for Young Adults collection.

The findings demonstrate the series’ uneven attempts at writing about race and racism. The DC Graphic Novels for Young Adults illustrates more radical politics in some titles but reifies dominant beliefs in others. The analysis also shows how many titles approach discussions of oppression from a single axis approach rather than an intersectional one. The series strives for racial diversity and justice; sometimes achieving the goal, but not always.

The study demonstrates how the DC Graphic Novel for Young Adults constructs hegemonic ideas of “appropriateness” about race, racism and readership in some titles while offering explicit discussions about race and racism in others.

The authors outline potential ways English teachers can position titles in the DC Graphic Novel for Young Adults in English classrooms to develop students’ racial literacies.

This paper provides an analysis of superhero comics produced specifically for adolescent readers and written by an intentional racially diverse cohort of authors. The methodology can inform future studies of graphic novels for adolescent readers.

In a world that glorifies power, the lives of the powerless serve as context for testimonies of salvation that in their pretentiousness more often reinforce the reputation and self-esteem of the powerful hero than transform the lives of the oppressed. Whereas these types of popular human-interest stories may raise awareness of the conditions surrounding the powerless, they do little more than advance the notion that these individuals are without hope and must rely solely on the generosity, resources, and leadership of the powerful populations by which they are exploited. We seek to offer a contrasting perspective in this chapter. That is, we present a framework that challenges messianic notions of leaders of ineffectual populations and presses forth with the idea that powerlessness is a more common condition than feeling powerful and that only the powerless can alter their destiny.

The British countryman is a well‐known figure; his rugged, obstinate nature, unyielding and tough; his part in the development of the nation, its history, not confined to the valley meadows and pastures and uplands, but nobly played in battles and campaigns of long ago. His “better half”—a term as true of yeoman stock as of any other—is less well known. She is as important a part of country life as her spouse; in some fields, her contribution has been even greater. He may grow the food, but she is the provider of meals, dishes, specialties, the innovating genius to whom most if not all British food products, mostly with regional names and now well‐placed in the advertising armentarium of massive food manufacturers, are due. A few of them are centuries old. Nor does she lack the business acumen of her man; hens, ducks, geese, their eggs, cut flowers, the produce of the kitchen garden, she may do a brisk trade in these at the gate or back door. The recent astronomical price of potatoes brought her a handsome bonus. If the basic needs of the French national dietary are due to the genius of the chef de cuisine, much of the British diet is due to that of the countrywoman.

In this chapter, we contribute to ongoing discussions surrounding decolonising research and teaching in higher education by considering the place of language and linguistic diversity within this decolonising turn. The question we explore is how academic researchers and lecturers can recognise and respect that a move to decolonise will involve engaging with epistemologies expressed in different languages and expressed from diverse worldviews. We take inspiration from the work of linguistic citizenship researchers who make explicit the links between knowledge systems, languages and issues of equality/inequality. In linguistic citizenship, research connections are made between the everyday practice of translanguaging, moving between different linguistic repertoires by multilingual speakers, and transknowledging or the fluid movement between differing systems of knowing. To explore the potential of using the concepts of translanguaging and transknowledging as tools in the task of decolonising higher education research and practice, we discuss in depth two published research studies for critical reflection.

The purpose of this paper is to examine the aftermath of the 2006-07 financial crisis and attempts to identify a range of causes that were responsible for it and are likely to trigger similar events in the future. The analytical tradition established by the study of white-collar crime provides the background for such an examination, which avails itself of some conceptualisations derived from classical economic thought.

Explanations of financial crime can resort to general theories based on allegedly universal values. They can posit the existence of criminaloids, namely, individuals who indulge in illegal practices, or ‘honest fraud’, while not deeming themselves culpable. Anomie and control theory in criminology have highlighted how the causes of financial crime are associated with general criminogenic contexts or with individual propensities or mindsets. This paper adds to the existing perspectives a number of variables that can provide a more nuanced picture of financial crimes.

This paper attempts to identify a range of discrete variables that can be termed interstitial in the sense that they can accompany a variety of theoretical hypotheses, locate themselves in the space left in between the different approaches while providing supplementary analytical foci. Ignorance, entitlement, reverse Keynesianism, recklessness, efficiency and the finance curse may offer additional angles from which the causation of financial crime can be observed. Sociological and criminological arguments, in this paper, are interspersed with notions derived from classical economics.

The originality of this contribution is to be found in its use of different theoretical traditions, establishing a dialogue between social theory, criminology and economic thought.

The purpose of this paper is to outline the use of intersectionality theory in research with gender and sexual minorities – that is, with lesbian, gay, bisexual, trans, and queer (LGBTQ) people, and lesser-studied groups such as two-spirited people.

First, the paper note the limited way that LGBTQ research has taken up issues of intersecting oppression. The paper outlines why theoretical and methodological attention to overlapping oppressions is important, and why theorists of intersectionality have identified the additive model as inadequate. The paper presents a sketch of current best practices for intersectional research, notes special issues for intersectional research arising within qualitative and quantitative paradigms, and finishes with an overview of how these issues are taken up in this special issue of Ethnicity and Inequalities in Health and Social Care.

Current best practices for intersectional research include. Bringing a critical political lens to data analyses; contextualizing findings in light of systemic oppressions; strategically using both additive and multivariate regression models; and bringing a conscious awareness of the limitations of current methods to our analyses.

This paper addresses the use of intersectionality theory in research with gender and sexual minorities, highlighting methodological issues associated with qualitative and quantitative paradigms in LGBTQ research.

This paper aims to center the experiences of three cohorts (n = 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy.

Data for this study include student interviews (called “talk backs”), journal reflections and final technology presentations.

Broadly, the data suggests that critical race algorithmic literacies prepare Black students to critically read the algorithmic word (e.g. data, code, machine learning models, etc.) so that they can not only resist and survive, but also rebuild and reimagine the algorithmic world.

While critical race media literacy draws upon critical race theory in education – a theorization of race, and a critique of white supremacy and multiculturalism in schools – critical race algorithmic literacy is rooted in critical race technology theory, which is a theorization of blackness as a technology and a critique of algorithmic anti-blackness as the organizing logic of schools and AI systems.