Magazine Articles and Blogposts (Subject Specific)

Summary

All items listed in the REAL resource bank were suggested by research participants of the ‘Exploring Race and Ethnicity on Social Science Degree Programmes’ project, or colleagues at University of Brighton, as resources they had found useful in their own teaching. They are not intended as definitive recommendations from the project team, and readers should make their own judgements as to which items would be most useful and appropriate for their needs. Similarly, the short summaries of each listed item are meant as approximate indicators rather than comprehensive synopses and should act primarily as a starting point for further exploration.

Akinlade, O. (2020) ‘Taking Black Pain Seriously’, The New England Journal of Medicine, 383(10), August 18.

Bias and systemic racism in healthcare lead to Black patients’ pain being underestimated and undertreated, often with catastrophic consequences. Clinicians must recognize their implicit biases, advocate for equitable care, and implement structural changes in medical education and practice to ensure all patients are heard and treated appropriately, as highlighted by Oluwafunmilayo Akinlade.

Antonelli, A. (2020) ‘It’s time to re-examine the history of botanical collections’. The Conversation, June 19.

Reflecting on Brazil’s colonial past and his own multicultural heritage, the author critiques the imperial legacy of Western science, especially botany. Now leading research at Kew, he calls for decolonising scientific practices, recognising Indigenous knowledge, and promoting global collaboration to address inequality, biodiversity loss, and climate challenges through inclusive, ethical research.

 BBC (2014) ‘Noor Inayat Khan (1914 – 1944)’, BBC History.

Noor Inayat Khan, of Indian and American heritage, was Britain’s first female radio operator sent into Nazi-occupied France during World War II. As the article recounts, her bravery under torture and refusal to betray the resistance made her a symbol of courage, sacrifice, and the often-overlooked diversity within Britain’s wartime history.

 Bell, M.K. (2016) ‘Teaching at the intersections’. Learning for Justice, 53, Summer.

Intersectionality in education is explored through vivid classroom examples, including Nicole—a Black, low-income student balancing school and family duties. In this analysis, Monita Bell draws on Kimberlé Crenshaw’s framework to show how overlapping identities of race, gender, and class shape students’ experiences and demand teaching that addresses power and privilege.

 Bishop, R.S. (1990) ‘Mirrors, windows and sliding glass doors’. Perspectives: Choosing and Using Books for the Classroom, 6(3), summer.

Rudine Sims Bishop highlights how literature can act as mirrors, windows, and sliding glass doors, reflecting readers’ own racial and ethnic identities, offering views into other cultures, and enabling immersive understanding. Diverse books validate marginalized experiences, challenge stereotypes, and foster empathy, making inclusive representation essential for education and social awareness.

Bray, B. (2019) ‘Maslow’s hierarchy of needs and Blackfoot (Siksika) Nation beliefs’. Rethinking Learning, March 10.

This article explores how Maslow’s hierarchy of needs was influenced by the Blackfoot (Siksika) Nation. Unlike Maslow’s individual-focused pyramid, the Blackfoot place self-actualization as a foundation for community well-being and cultural continuity. Barbara Bray highlights the relational, holistic worldview of Indigenous peoples, challenging Western-centric models of human motivation.

Chamberlain, P., Karreman, N. & Laurence, L. (2021) ‘Racism and the tobacco Industry’. Tobacco Tactics, February 10.

The tobacco industry’s history is deeply intertwined with slavery, colonialism, and racial exploitation, from profiting off enslaved labour in the Americas to exploiting low-income workers in Africa. Modern predatory marketing continues to target Black and minority communities, despite superficial corporate social responsibility, as detailed by Phil Chamberlain, Nancy Karreman, and Louise Laurence.

Crossman, A. & Cole, N.L. (2019) ‘The sociology of race and ethnicity’. ThoughtCo, July 3.

The article explains that race and ethnicity are social constructs shaped by history, politics, and culture rather than biology. It outlines key sociological theories—including Du Bois’s double consciousness, racial formation, systemic racism, and intersectionality—and shows how race structures identity, inequality, institutions, and everyday life across societies.

Hollinshead, K. (2016) ‘Breaking the binary: Caster Semenya and a very public scrutiny’, EqualiTeach, August 22.

Katy Hollinshead examines the discrimination faced by athlete Caster Semenya due to societal adherence to binary notions of sex and gender. The article challenges unequal scrutiny of women athletes, calls for more inclusive and informed discussions, and emphasizes the need for empathy, respect, and recognition of gender diversity in sport.

Mann, M.T. (2020) ‘Biocolonialism’. Postcolonial Studies @ Emory, September.

Mary Taylor Mann examines biocolonialism, where indigenous knowledge and genetic material, like the Guajajara’s Pilocarpus jaborandi and the Havasupai genome, are exploited by Western science and pharmaceutical industries. Such practices, including HeLa cells’ unauthorized use, reflect ongoing colonial patterns in biomedical research, raising ethical, social, and economic concerns for marginalized communities worldwide.

Mulata, M. (2020) ‘Aunt Jemima is out. Now let’s bring down Captain Morgan’. Medium, July 26.

Brands that romanticize racist or exploitative histories perpetuate harmful myths, from Aunt Jemima’s mammy figure to Captain Morgan’s legacy as a slave trader and plantation owner. As Mala Mulata argues, by ignoring the real human suffering behind these symbols, marketing reinforces white supremacy and historical erasure, highlighting the need for accountability in brand storytelling.

Peart, V. (2023) ‘How you can use the PCS model to analyse oppression’, Social Work News, December 6.

This article explains how Neil Thompson’s PCS model—addressing oppression at personal, cultural, and structural levels—equips social workers to identify and challenge inequality. By applying this framework to cases of racial discrimination and disability, the article underscores the need for intersectional awareness and systemic change to promote anti-oppressive, equitable social practice.

Pierre, R. (2020) ‘Social graces: a practical tool to address inequality’. British Association of Social Workers (BASW) Blog, July 1.

Rebekah Pierre powerfully exposes how race, class, and privilege intersect to shape inequality in social work and beyond. Drawing on the Social GGRRAAACCEEESSS framework, she urges practitioners to name power imbalances, confront privilege, and practise reflexivity—fostering more equitable, anti-racist relationships within systems historically structured by exclusion and oppression.

Rycroft-Smith, L. & Hottinger, S. (2020) ‘What does the research suggest about racial equity issues in mathematics education?’ Cambridge Mathematics, October.

Lucy Rycroft-Smith and Sara Hottinger examine racial equity in mathematics education, challenging the notion that maths is neutral or culture-free. The research summary highlights systemic racism embedded in classroom practices, tracking, and teacher expectations, urging explicit discussion of race, counter-narratives, and reflective practice to support minoritised students’ success and challenge deficit assumptions.

Sabin, J.A. (2020) ‘How we fail black patients in pain’. AAMC Viewpoints, January 6

Medical trainees and providers often hold false beliefs about Black patients’ sensitivity to pain, resulting in significant treatment disparities. Janice Sabin argues these inequities are largely driven by implicit bias rather than intentional discrimination. Addressing them requires data collection, education on bias, standardized protocols, and research into objective pain measures.

 Salter, A. (2023) ‘Diversity and anti-racism in English classrooms: a survey’. English and Media Centre Blog, September 22.

Survey findings show English teachers are implementing diverse and anti-racist approaches in classrooms, often driven by individual initiative. The efforts boost student engagement but face challenges such as persistent racism, constrained KS4–5 curricula, and limited support. These insights, reported by Anmika Salter, highlight the need for systemic reform and resources.

Singh, N. (2020) ‘Decolonising dermatology: why black and brown skin need better treatment’. The Guardian, August 13.

Neil Singh highlights the racism and biases in dermatology, showing how medical training prioritises white skin, leaving doctors unprepared to diagnose conditions on darker skin. Historical prejudice, underrepresentation in textbooks, and miscalibrated medical tools contribute to misdiagnosis and poorer outcomes. Initiatives like Brown Skin Matters aim to improve education and healthcare equity for people of colour.

STOP (2023) ‘Racism and big tobacco: then and now’. Inequity, February 6.

Big Tobacco has long targeted and exploited Black people, from profiting off enslaved labour on U.S. plantations to enforcing debt and child labour among African tobacco farmers. Predatory marketing, especially of menthol cigarettes, and manipulation of Black communities perpetuate health inequities. These patterns and ongoing exploitation are detailed throughout the article.

Thomas, T. (2025) ‘Asthma figures show ‘shocking’ health inequalities in England, charity says’. The Guardian, May 12.

People from minority ethnic backgrounds in England’s most deprived areas are up to three times more likely to require emergency treatment for asthma than their white counterparts. Tobi Thomas (2025) highlights how poor housing, air pollution, and social deprivation contribute to these disparities, with experts calling for urgent public health and healthcare interventions.

Tikly, L. (2021) ‘What the government’s report on race gets wrong about the education system’. The Conversation, April 26.

Leon Tikly critiques the UK government’s report on race for downplaying the role of institutional racism in education. While the report emphasizes socio-economic factors and highlights high-achieving minority groups, it ignores persistent disparities affecting Black Caribbean, dual heritage, and Muslim students. The analysis stresses the need for schools to actively address racism and support equitable outcomes.

Watts, C. (2023) ‘What is adultification within child protection and safeguarding?’, High Speed Training, May 12.

Claire Watts examines adultification bias, where children—especially Black children—are perceived as older or less vulnerable, leading to inadequate safeguarding. The Child Q case illustrates its harms. Strategies to combat adultification include raising awareness, acknowledging bias, fostering professional challenge, auditing policies, careful language use, and creating inclusive, safe educational environments.