TRCs have found the following resources helpful in implementing a trauma-informed and anti-racist approach:
Terms and Definitions
- Key Equity Terms and Concepts: A Glossary for Shared Understanding
Tools for Individuals
- 21-Day Anti-Racism Challenge
- Implicit Bias Module Series
- Project Implicit Self-Assessments: Implicit Associations Test (IAT)
Tools for Organizations
- Continuum on Becoming an Anti-Racist, Multicultural Institution
- Race Equity and Inclusion Action Guide
- Awake to Woke to Work: Building A Race Equity Culture
- White Dominant Culture Worksheet and Something Different
- Multicultural and Social Justice Counseling Competencies
- Culturally-Responsive Assessment Tools
- iEmpathize: Empathy training for youth and adults
- The National Training Institute on Race & Equity; Implicit (Unconscious) Bias Training (Dr. Bryant T. Marks)
- Delgado, R., Stefancic, J., & Harris, A. P. (2017). Critical race theory: An introduction. New York: New York University Press.
The critical race theory (CRT) movement is a collection of activists and scholars interested in studying and transforming the relationship among race, racism, and power. The movement considers many of the same issues that conventional civil rights and ethnic studies discourses take up, but places them in a broader perspective that includes economics, history, context, group- and self-interest, and even feelings and the unconscious. Unlike traditional civil rights, which embraces incrementalism and step-by-step progress, critical race theory questions the very foundations of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and neutral principles of constitutional law.
- The Future of Healing: Shifting from Trauma-informed Care to Healing-Centered Engagement.
Healing-centered engagement (Ginwright, 2018), is based on seeing each survivor as a whole person, greater than the sum of their trauma, and that populations that are disproportionately impacted by trauma or violence have experienced a collective harm that must be acknowledged, rather than solely focusing on the experiences of individuals.
- Keiffer-Lewis, Veronica. (2019). Developing a Culture of Nonviolence Through Cultural Humility Professional Development. In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools (pp. 132-146). IGI Global.
Early childhood education (ECE) can play a pivotal role in supporting attributional development of both teachers and families in cultivating the spirit of nonviolence. This intrapersonal and interpersonal development is essential for the creation and sustainability of a culture of nonviolence in ECE programs. In this chapter, the author examines nonviolent attributes at the intrapersonal, interpersonal, and institutional level to create a culture of nonviolence from the inside out. Special attention is paid to the attribute of humility and how cultural humility principles and practices foster the skills of and commitment to nonviolence. Recommendations for promising practices and professional development are provided
- Tervalon, M., Murray-Garcia, J. (1998). Cultural Humility Versus Cultural Competence: A Critical Distinction in Defining Physician Training Outcomes in Multicultural Education. Journal of Health Care for the Poor and Undeserved, 9, 117-125.
Cultural humility is an approach developed to replace the idea of “cultural competency.” It is a shift away from thinking that it is possible to achieve a level of competence in interacting with anyone whose culture (race, ethnicity, sexual orientation, gender identity, language, socioeconomic status, religion, etc. etc.) is different from one’s own. It is based on the idea that people can increase their skill at recognizing, acknowledging, and dialoguing about the impact of cultural aggressions and microaggressions; that we are all lifelong learners and that skill-building requires practice.