Designing and delivering teaching to facilitate a decolonising of the classroom: reflections from a Black Bahamian male

Global conversations about racial inequities have grown significantly, including in the United Kingdom. These conversations include critical discourse about the impact of colonialism and its legacy that manifests in physical, socio-cultural, and political structures and our higher education institutions. Many of these structures are still apparent in formerly colonised countries such as The Bahamas, which gained independence from England in 1973. This made teaching a module which aims to unravel the making of our current global systems particularly relevant and of critical importance. This article reflects on the experience of teaching an undergraduate module in Politics and International Studies about the impact of colonialism and its legacy from a Black Bahamian male perspective. It highlights how reflection as praxis, choice examples and studies, and feedback can be used in the delivery and design of teaching to facilitate a decolonising of the classroom. As higher education institutions consider ways to decolonise, teachers must be deliberate in the tools and techniques used to enact necessary change

Colorism and Women Who Self-Identify as Black in Leadership Roles

AbstractWomen who self-identify as Black in executive director leadership roles in a nonprofit agency are still experiencing colorism in the workplace. Color-based bias, also called colorism, within the Black community centers on advantages and disadvantages for people of the same race. Colorism typically allows more benefits for lighter-skinned individuals who self-identify as Black than darker-skinned individuals who self-identify as Black. This study explored the lived experiences of women who self-identified as Black in executive director leadership roles in nonprofit agencies and who have experienced colorism (i.e., intragroup discrimination) in the workplace. The research question investigated the emotional effect on women who self-identified as Black in executive director leadership roles in a nonprofit agency that experienced colorism (i.e., intragroup discrimination) in the workplace. A basic qualitative research design using interviews was the chosen method. Data were collected using semi-structured interviews with eight women who self-identified as Black in executive director leadership roles in a nonprofit agency and who had experiences with colorism in the workplace. NVivo was used to analyze the data. Critical race theory and structure of colorism as the theoretical frameworks related to the color spectrum within the Black race regarding women who self-identified as Black. The study\u27s findings may support positive social change by bringing awareness that there is an emotional effect on women who self-identified as Black stemming from colorism. This study may assist counselors, education institutions, and human resources in resolving conflicts that might arise in the workplace

Colorism and Women Who Self-Identify as Black in Leadership Roles

AbstractWomen who self-identify as Black in executive director leadership roles in a nonprofit agency are still experiencing colorism in the workplace. Color-based bias, also called colorism, within the Black community centers on advantages and disadvantages for people of the same race. Colorism typically allows more benefits for lighter-skinned individuals who self-identify as Black than darker-skinned individuals who self-identify as Black. This study explored the lived experiences of women who self-identified as Black in executive director leadership roles in nonprofit agencies and who have experienced colorism (i.e., intragroup discrimination) in the workplace. The research question investigated the emotional effect on women who self-identified as Black in executive director leadership roles in a nonprofit agency that experienced colorism (i.e., intragroup discrimination) in the workplace. A basic qualitative research design using interviews was the chosen method. Data were collected using semi-structured interviews with eight women who self-identified as Black in executive director leadership roles in a nonprofit agency and who had experiences with colorism in the workplace. NVivo was used to analyze the data. Critical race theory and structure of colorism as the theoretical frameworks related to the color spectrum within the Black race regarding women who self-identified as Black. The study\u27s findings may support positive social change by bringing awareness that there is an emotional effect on women who self-identified as Black stemming from colorism. This study may assist counselors, education institutions, and human resources in resolving conflicts that might arise in the workplace