Websites (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.

www.bameplanners.org

The BAME Planners Network (UK/Ireland) promotes diversity and inclusion in the spatial planning profession by Black, Asian and minority‑ethnic (BAME) planners. They provide mentorship, networking, research, EDI recognition lists and events to support career progression and challenge occupational racial disparities in planning.

https://blackfeminisms.com/category/pop-culture/

The Pop Culture section of this website showcases criticism and commentary on contemporary media, arts, and cultural forms through a Black feminist lens. It highlights how popular culture reflects, reinforces, or resists racism, sexism and colonial norms, offering analysis that centres Black women’s lived experiences and cultural contributions.

https://clpe.org.uk/research/reflecting-realities

The annual survey by Centre for Literacy in Primary Education (CLPE) as part of the ‘Reflecting Realities’ research study, assesses how UK‑published children’s books represent racially minoritised characters (ages 3‑11). It tracks both quantity and quality of representation across picture‑books, fiction and non‑fiction, and supports educators and publishers in building more inclusive texts.

 https://decolonisegeography.com/

This platform is managed by geography educators committed to decolonising the curriculum and challenging Euro‑centric norms of knowledge. It offers pedagogical techniques, teaching resources, critical reflections and reading lists to support more inclusive, anti‑racist geography education.

 https://freemovement.org.uk/

The site provides up‑to‑date news, commentary and training on UK immigration and asylum law, covering areas such as immigration rules, asylum procedure, detention and free movement. It is written by legal practitioners and aimed at professionals, but can also serve as a rich resource for understanding migration law in socio‑racial context.

 www.kingsfund.org.uk

The King’s Fund is an independent UK charity offering analysis, insight, and leadership development focused on health and social care in England. It explores how systems work and change, publishes evidence and data resources, and provides learning for professionals, aiming to support better outcomes and equitable care across the sector.

https://melanatal.com/

Melanatal is a digital health education app designed to improve maternal and neonatal care by showing how conditions present on Black and Brown skin. It equips clinicians, students and families with inclusive clinical guidance to enhance early detection, reduce diagnosis delays, and address racial disparities in maternity outcomes.

https://naldic.org.uk/

NALDIC (National Association for Language Development in the Curriculum) is the UK subject association dedicated to English as an Additional Language (EAL) and bilingual learners. It offers professional forums, publications, journals and resources to support teaching and learning, and promotes research and policy influencing on bilingual‑learner achievement.

www.nateholdermusic.com/post/helpful-decolonising-resources-for-music-teachers

Nate Holder offers educators a curated set of resources to challenge Eurocentric norms in music teaching, emphasising the need for inclusive repertoire, awareness of colonial legacies, and critical reflection on bias. The work invites music teachers to revise curricula, amplify Global Majority musicians, and confront systemic inequities in their classrooms.

 https://nenasilje.org/en/

The Centre for Nonviolent Action (CNA) is a regional peace‑organisation in the Western Balkans working from Sarajevo and Belgrade. It promotes non‑violence, dialogue, cultural remembrance, and trust‑building across ethnic and national divides, offering educational resources, publications and conflict‑transformation programmes.

www.nottingham.ac.uk/research/groups/cebd/resources/skin-of-colour/index.aspx

This online dermatology resource compiles evidence‑based information on conditions affecting pigmented skin, including systematic reviews, clinical articles, and external links. It highlights how conventional Eurocentric teaching overlooks variations in presentation and management, aiming to support clinicians and researchers in improving diagnosis, care, and outcomes for people with skin of colour.

www.nsead.org/resources/anti-racist-art-education/

The NSEAD’s Anti‑Racist Art Education resources provide guidance for art, craft, and design educators to challenge Eurocentric assumptions and promote inclusion. The site offers checklists, research, and networks, supporting anti‑racist curricula, teaching practices, and professional development, helping schools create culturally responsive and equitable art education environments.

 https://onlinebooks.library.upenn.edu/webbin/serial?id=crisisnaacp

The Crisis, the official monthly journal of the ‘National Association for the Advancement of Colored People (NAACP)’ founded in 1910 by W.E.B. Du Bois, offers commentary, literature and reporting on Black experience in the U.S. It played a pivotal role in advocating for social justice and Black culture, and is a valuable resource for those interested in African American history. Archived issues from 1910-1961 can be accessed here.

 www.preachinclusion.com

PREACH Inclusion is a UK organisation working to promote diversity, equity, and inclusion in the built environment sector. It offers workshops, consultancy, networking and resources to address racial, ethnic, and cultural heritage inequalities, supporting inclusive workplaces and fostering innovation through intersectional approaches to identity and representation.

https://rcm.org.uk/decolonising-the-curriculum/

The Royal College of Midwives provides a toolkit and guidance to help midwifery educators challenge Eurocentric norms, promote culturally safe care, and address racial inequities in education and practice. It supports inclusive curricula, diverse representation, cultural safety training, and student engagement to improve outcomes for global majority women, birthing people and students.

https://reframeimagelibrary.fotoware.cloud/fotoweb/

The Reframe Image Library is a free, open‑access collection of clinical and professional healthcare images showing conditions across diverse skin tones and representations. Developed with NHS England and partner institutions, it supports more accurate diagnosis, inclusive medical education, and equitable visibility of under‑represented groups in healthcare training and recruitment.

https://www.sportengland.org/research-and-data/research#focus-on-inequalities-39622

Sport England is committed to reducing inequalities in sport and physical activity. They have introduced the Inequalities Metric and Place Need Classification, accessible from this page, to identify who is least active and where investment can have greatest impact. These data-driven tools help target action to increase participation across diverse communities.

 https://thesociologicalreview.org/projects/connected-sociologies/

This open‑access educational platform provides free modules (video lectures, lesson plans, readings) for schools, colleges and universities that recast sociology’s Euro‑centric frameworks by integrating colonial, racial and global histories. It supports teachers in de‑colonising curricula across themes such as migration, citizenship, inequality, and empire.