Across the shared resources, we can see numerous examples highlighting the persistent inequalities related to race identities and learning opportunities. The articles and videos discuss examples of how, in diverse educational scenarios, we continue to perpetuate white privilege by failing to provide equal access to spaces, experiences, and possibilities for racialised minorities.  

In Bradbury’s (2020) article, the Baseline Assessment is used to exemplify how policy can perpetuate white dominance while seeming neutral and meritocratic. The author brings tools from Critical Race Theory (CRT) and policy sociology to interrogate the motivations, outcomes, and assumptions in policy, and its relationship with racial inequalities. Also informed by the theoretical framework of Critical Race Theory (CRT), Garrett (2024) investigates the career aspirations of racialized minority PhDs in UK higher education and highlights how these individuals perceive academic career paths, experience predominantly white organisational spaces, and how diversity, or its absence, influences their career decisions and envisioned futures. The author’s findings highlight the need for academia and institutions to adopt a more nuanced approach to intersectional cultural change. This approach should go beyond superficial racial diversity and critically examine who and what is valued, in order to prevent racialized minority PhD students from experiencing disruptions due to practices like passive and active observations, feeling a lack of belonging or value, and facing negative impacts on their career trajectories and envisioned futures. 

While the readings approach explores the analysis of the impact of racism in both Baseline Assessments in the first days of school and the experience of racialised minorities in Higher Education, the videos focus more on the anti-racism strategies organisations of any level should have the obligation to implement to truly embed the change we need. Sadiq (2023) and Orr (2022) discuss adaptability and how we must readdress how teaching is done if we want to accommodate diverse learners and perspectives of history and the world. And the Channel 4 (2020) video highlights how important and impactful it could be to start such discussion and reflection on educational policy in the early stages of learning organisations.  

In conclusion, what I found most interesting in the resources was the diversity of approaches and examples for implementing anti-racism strategies. These resources underscore the necessity for everyone—whether in educational organizations or beyond, as learners, educators, or individuals—to understand what anti-racism truly means. They highlight that anti-racism isn’t just a policy or a checklist but a continuous and active commitment to learning, listening, and interacting with our surroundings in more inclusive and equitable ways. This means challenging our own biases, advocating for systemic changes, and fostering environments where diverse perspectives are valued and respected. The resources make it clear that anti-racism is a collective effort that requires dedication and intentional actions from all of us to create lasting change.