Competencies for Anti-Oppressive Education Practices in the Health Professions

As health professions education institutions consider how to build anti-oppressive efforts, we developed these competencies to provide guidance for faculty and educator development and for establishing necessary conditions for the institution, faculty, and staff to move forward on this journey to create the best learning and clinical care environment for all learners, patients, and communities. Our work draws on a variety of resources and recommendations that we view as aligned with anti-oppressive principles and practices, including but not limited to: inclusive instruction, critical pedagogy, equity in assessment, universal design for learning, Diversity Equity and Inclusion (DEI) competencies, cultural humility, anti-racism, and trauma-informed/healing centered education. We crafted these competencies in the context of our institution (UCSF) and recognize that each institution will need to consider its own history, context, and specific experiences (including acts of oppression and racism) to customize these competencies. The competencies are not intended to be used to assess individual faculty members; they are meant to reflect institutional responsibilities to the development of their educators and educational environments. The competencies should guide institutional expectations for educators and the supports and opportunities institutions are accountable for providing.

How is this resource organized?

We used 5 core domains of educator competence, drawn from the UK Academy of Medical Educators Professional Standards Competency statements¹, as the organizing framework. We created and revised statements in each domain to explicitly encompass essential activities for health professions educators and leaders who are working toward anti-oppression.  We also added a foundational domain focusing on educator identity. For more information about how we created the competencies, see Appendix 1.

Who are these competencies for?

• Faculty development directors who design and plan educator development offerings for faculty, staff, and others who work with learners 
• Faculty, staff, and others who teach, supervise, mentor, and provide feedback to learners 
• Faculty, staff, and others involved in education – including those involved in curriculum development, assessment, course and program leadership, education leadership as well as direct teaching 
• Learners, in order to provide transparency about what is expected of faculty

What is the purpose of these competencies? 
To support and facilitate: 

1. institutional commitment to anti-oppressive educational practice, including coaching, remediation, or intervention when faculty need additional support and development
2. health professions educators’ ability to educate, lead, and manage in ways that are anti-oppressive
3. learners’ experiences of education as equitable, inclusive and anti-oppressive 
4. ultimately, improvement of patient care and patient experiences and attention to health equity, through advancing the anti-oppressive development of health care professionals

How do we recommend using these competencies?

1. To guide and tailor faculty development programs and continuing professional development
2. To help institutions plan resource allocation for faculty development and ongoing educational initiatives

What do we mean by competencies?
Competencies describe the general ability to perform an activity, often to specific performance standards or with descriptions of a range of performance. They are learnable and reflect the integration of knowledge, skills, attitudes and personal qualities essential to educational practice. (Albanese 2008, ten Cate 2017) 

We view these competencies as the foundation for educators’ life-long learning and development of anti-oppressive educational practices. We have identified foundational minimum performance expectations. At the same time, there is no endpoint to this learning; this is an ongoing process that educators will engage in over the course of their careers and lives, and a growth mindset is integral to this process.  We appreciate that faculty will bring different knowledge, skills, values, and lived experiences to the competencies and recognize that the time needed for the foundational learning will vary greatly depending on prior experiences and knowledge.

The terms and definitions used in this resource change over time and in different contexts, so we encourage you to discuss the meaning of these terms with members of your own community. We have drawn on definitions commonly used in the UCSF School of Medicine. 
We focus on anti-oppressive educational practices, which we view as acts that challenge and aim to actively dismantle inequities embedded in and created by health professions education systems, policies, and processes (curricula, pedagogies, assessments). Anti-oppressive educational practices “are rooted in social justice and emphasize actions that advance social change while seeking to reduce harm experienced by oppressed individuals and groups.” They aim to address ways in which health professions education contributes to and perpetuates injustices associated with racism, classism, sexism, heterosexism, ableism, and other forms of marginalization and discrimination. (Puncchi et al., 2023; Kumashiro, 2000)

For the sake of consistency, we intentionally use the terms oppression and anti-oppression throughout this resource. These terms encompass the many forms of bias and discrimination that perpetuate oppression. This is not intended to minimize the importance of racially motivated bias, discrimination and exclusion that have been primary drivers of oppressive practices perpetuated in education and healthcare or to absolve individuals and institutions of their responsibility to consider whether unique strategies may be needed when oppression is racially based.

FD1. INDIVIDUAL PREPARATION AND CONTINUING PROFESSIONAL 

FD1.1 - Critically reflects on the history of oppression and racism in medicine and health professions education
FD1.2 - Identifies foundational concepts of anti-oppression and anti-racism that apply to health professions education
FD1.3 - Recognizes concepts that are often defined, applied, and assessed in ways that perpetuate racism, classism, colonialism, gender discrimination, ableism, homophobia/transphobia, sexual orientation bias, xenophobia, and other forms of oppression 
FD1.4 - Recognizes the historical erasure and appropriation of the ideas and expertise of thought leaders, community experts, and scholars who hold social identities that have historically been marginalized and explores the resulting impact on and relevance to one’s academic and clinical work
FD1.5 - Engages in self-reflection to articulate one’s identities as an individual (social identities) and as an educator and how these intersecting identities shape educational beliefs and behaviors, including interactions with learners that contribute to or challenge oppressive educational structures, beliefs, and practices
FD1.6 - Monitors personal impact on others; manages one’s own emotions and well-being while adapting one’s communication styles with impact on others in mind.  
FD1.7 - Uses self-knowledge and understanding of the concepts above to engage in un-learning beliefs and behaviors that perpetuate oppression​​​​​

FD2. INSTITUTIONAL RESPONSIBILITIES – The institution has a duty to develop and pursue a strategic plan to create the conditions in which educators can enact the competencies. The items listed below are foundational to creating these conditions. More specifics are provided under each domain.

FD2.1 - Provides funding to individuals and groups who provide training, consultation, and expertise in anti-oppressive concepts and practices
FD2.2 - Protects time for faculty to attend professional development activities that advance anti-oppressive and anti-racist institutional goals 
FD2.3 - Defines requirements for advancement that link with on-going learning related to the educator competencies for anti-racist and anti-oppressive practice
FD2.4 - Establishes career pathways for educators that support opportunities for advancement and recognition by placing equivalent value on work that advances equity, anti-racism and anti-oppression as that of more traditional academic output
FD2.5 - Builds, implements, and maintains systems that:

• identify, develop, and evaluate anti-oppressive curricula and pedagogy 
• support, facilitate, and fund the development of resources and programming to teach educators about curricular and pedagogical approaches that center anti-oppression
• provide expert anti-racist and anti-oppressive consultation services for educators 

1A. FOUNDATIONAL UNDERSTANDING

1A.1 - Demonstrates awareness that our educational systems were designed for educators and learners who have historically held power based on their social identities and must be intentionally, iteratively re-designed with a lens of anti-oppression
1A.2 - Recognizes that learners approach learning in various ways and, recognizing the value of these differences, supports each learner to thrive 
1A.3 - Recognizes the risk of curricular harm and how the same content can impact learners differently (differential impact) based on their intersectional identities, backgrounds, and lived experiences.
1A.4 - Knows that re-traumatization via educational content disrupts the learner’s well-being, engagement in the learning process, and future performance.

1B. CORE COMPETENCIES 

Development and Review of Course Content, Materials, and Activities

1B.1 - Applies key principles of trauma informed and healing centered education and uses them in designing learning activities
1B.2 - Develops and presents course content with recognition and discussion of historical and present-day exclusion and mistreatment, incorporating acknowledgement, representation, and discussion of a range of lived experiences and identities
1B.3 - Identifies clearly defined, multi-dimensional learning outcomes that reflect, value, and celebrate the broad diversity of identities and life experiences
1B.4 - Prioritizes providing multiple ways for learners to demonstrate their strengths when designing educational content, activities and materials 
1B.5 - Elevates community-based participatory research/community engaged research and/or other community-centered practices when discussing the impacts of health inequities and potential strategies for equity 
1B.6 - Applies a continuous improvement process to evaluate new and existing course materials to ensure alignment with transparent, institutionally defined and evolving anti-oppressive principles and standards

Evaluation of Learning Content, Materials, and Activities and Response to Feedback

1B.8 - Seeks and integrates learner feedback – prospectively, in real-time and retrospectively - on   the potential and actual perpetuation of bias, racism and other forms of oppression by content, materials, presentation and teaching methods and is transparent in demonstrating accountability to this feedback
1B.9 - Integrates learner feedback on content, materials and learning activities both retrospectively and in real- time and demonstrates accountability by sharing responses to feedback
1B.10 - Develops individual practices to respond when harm occurs, including taking accountability for the harm, learning more about the harm and who was impacted, and engaging in repair with individual learners and with groups of learners

1C. INSTITUTIONAL LEVEL

Refers to systems, processes, structures that need to be in places to support all educators and programs in these anti-racist and anti-oppressive educational practices

1C.1 - Defines, champions, and updates transparent, institution–wide anti-oppressive principles and standards and maintains a continuous improvement process to evaluate new and existing course materials to ensure alignment with these principles and standards as they evolve
1C.2 - Identifies inclusive educational principles, such as universal design for learning, that educators are expected to integrate into curriculum design, course structure, materials, and assessments. 
1C.3 - Creates and maintains systems to collect learner feedback on curricular impact, including the potential for content, materials, and presentation to perpetuate bias, racism, and other forms of oppression
1C.4 - Ensures perspectives and feedback from learners from groups historically marginalized and excluded in medicine are sought and incorporated in curriculum development, review and revision in an ongoing manner
1C.5 - Transparently integrates learner feedback on curricular impact both retrospectively and in real- time and demonstrates accountability by sharing responses to feedback with curricular and course leaders, teachers, and learners

2A. FOUNDATIONAL UNDERSTANDING 

2A.1 - Interrogates and acknowledges the role one’s intersectional identities and lived experience plays in one’s work as a teacher, and seeks to identify, mitigate and overcome the impact of personal biases and to continuously work on growth areas 
2A.2 - Understands the key principles of trauma-informed, healing centered education 
2A.3 - Recognizes the value of learners’ varied approaches to learning and the need to align teaching approaches to meet the needs of learners in order to support their success

2B. CORE COMPETENCIES – Description

Learning Environment:

2B.1 - Defines and communicates concrete expectations of learners and encourages 2-way dialogue about these expectations with learners
2B.2 - When creating and nurturing a learning environment, considers structural forms of oppression and racism learners may face based on their identities 
2B.3 - When creating a learning environment, continually monitors for learner experiences of harm related to oppression and responds to and takes responsibility for harms perpetuated, leveraging institutional support structures for learner support, healing and repair  
2B.4 - Critically analyzes power dynamics in the learning environment and takes steps to mitigate/ minimize their impact

Teaching:

2B.5 - Utilizes a trauma-informed, healing-centered approach to teaching, which includes welcoming but not mandating the sharing of learners’ voices, perspectives, and lived experiences in a way that is comfortable and authentic for the learner and is conscious of not over-burdening those with historically marginalized identities
2B.6 - Encourages and facilitates learners’ individual self-reflection in a trauma-informed way
2B.7 - In recognition of individual differences in learner needs, can apply a variety of teaching approaches to the same content to support learning for all

Feedback:

2B.8 - Explicitly constructs and maintains an anti-oppressive learning environment in which feedback – both individually and in groups – is approached as a respectful and supportive dialogue with the intent to improve performance and support learner success
2B.9 - Approaches feedback in a way that is timely, constructive, specific, behaviorally-based, trauma-informed, actionable, growth-oriented, and that respects a learner’s lived experiences, current circumstances, prior performance and future capabilities
2B.10 - Collaborates with learners to contextualize feedback, considering whether the feedback is based on a moment in time or longitudinal observation, and plans future opportunities for practice and growth
2B.11 - Performs self-reflection on the impact of personal and structural biases in individual feedback conversations, works to process and understand feedback through the lens of learners’ identities and lived experience, and explores the learner’s experience of the feedback
2B.12 - Solicits, acknowledges, and processes feedback from learners and other educators about their application of anti-oppressive principles and practices as well as how bias and inequity manifest in their work; actively takes steps to integrate and implement this feedback
2B.13 - Emphasizes impact over intention; models accountability and appreciation for correction and feedback; takes responsibility when mistakes are made

2C. INSTITUTIONAL LEVEL 

Refers to systems, processes, structures that need to be in place to support all educators and programs in these anti-racist and anti-oppressive educational practices

2C.1 - Develops and maintains systems to monitor learning environments for power imbalances, biases, and perpetuation of harm
2C.2 - Has transparent systems, structures and supports in place to respond to and repair harms when identified, including support and remediation for educators who may perpetuate these harms and systems to support learners and educators who have experienced harm 
2C.3 - Establishes, supports and maintains formal systems of direct observation, feedback and coaching to support educators in the development and application of anti-oppressive educational practices in real-world teaching environments
2C.4 - Identifies and recognizes anti-oppressive educational best practices taking place in local learning environments and takes steps to disseminate these across the institution

3A. FOUNDATIONAL UNDERSTANDING 

3A.1 - Recognizes that assessment theory and practice have a history of being and continue to be defined and applied in ways that perpetuate racism, classism, colonialism, gender discrimination, homophobia, transphobia, ableism, and other forms of oppression
3A.2 - Recognizes the ways in which assessment has historically favored (and often continues to favor) a singular view of success, centering norms reflecting the experiences, priorities and expectations of social identity groups who hold power in society, creating barriers and rendering other models of success invisible
3A.3 - Conceptualizes assessment as an opportunity for growth, contextualized as part of an individual learner’s development, rather than as a measure of a single model of success, worth, or value
3A.4 - Reflects upon one’s own potential biases and practices as an assessor and how they may perpetuate educational inequities.

3B. CORE COMPETENCIES

Developing, selecting, and applying appropriate assessment methods

3B.1 - Considers potential for perpetuating forms of oppression when patient cases include social identity categories in assessment items, and provides context and avoids stereotyping when social identity categories are used
3B.2 - Follows an anti-deficit approach to select and apply assessment methods that highlight learner strengths as well as opportunities for improvement 
3B.3 - Uses multiple assessment methods to provide learners varied opportunities to demonstrate their strengths, including but not limited to knowledge and skills 
3B.4 - Communicates standards, expectations, and criteria to assess individual learners rather than comparing learners to peers, minimizing the potential for bias and for anchoring on a singular view of success
3B.5 - Proactively engages learners in two-way dialogue about the purpose of assessments, the skills and behaviors being assessed, and the way assessments will be used 

Maintaining the quality of the assessment

3B.6 - Performs ongoing self-reflection and monitoring to recognize and examine biases in one’s own assessment decisions; engages with institutional systems that identify bias in assessment decisions
3B.7 - Maintains awareness of potential for bias when interpreting feedback and assessments offered by other educators and utilizes institutional systems to report when bias is identified

Supporting and Remediating learners experiencing challenges 

3B.8 - Monitors for patterns of bias in referrals of learners who are not meeting expectations, need extra support or require remediation      
3B.9 - Approaches remediation as a multi-directional process, incorporating learner experiences and multiple perspectives in feedback, coaching and remediation planning
3B.10 - Considers the potential impact of stereotype threat on learner performance and proactively applies strategies to mitigate stereotype threat.
3B.11 - Considers learners’ individual contexts, identities and lived experiences when engaging in remediation conversations, planning, and activities.
3B.12 - Considers identities and other learner factors when selecting coaches or other supports for remediating learners.
3B.13 - Assesses need for outside resources, including culturally appropriate mental health resources, for all learners receiving remediation; connects learners with resources as appropriate

3C. INSTITUTIONAL LEVEL 

Refers to systems, processes, structures that need to be in places to support all educators and programs in these anti-racist and anti-oppressive educational practices

3C.1 - Ensures that assessment and academic review committees represent diverse identities, lived experiences and perspectives  
3C.2 - Has transparent systems in place to monitor assessments and assessment policies - including at the individual assessor, course/program and institutional levels – for patterns of bias in assessment decisions and remediation referrals
3C.3 - Provides structured feedback and coaching to individual assessors and course/program leadership about patterns of bias or discrimination identified in assessment decisions and referrals to remediation
3C.4 - When patterns of bias in assessment and referral to remediation are identified, supports faculty and course/program leadership to engage in critical inquiry and determine how best to revise curricula and assessments to mitigate biased outcomes

4A. FOUNDATIONAL UNDERSTANDING

4A.1 - Prioritizes building understanding of the wide range of stakeholders’ and constituents’ values, needs, strengths and challenges
4A.2 - Considers input and perspectives from stakeholders and constituents who hold different roles, identities, and lived experiences when engaging in strategic planning
4A.3 - Understands and is mindful of minority tax and unequal demands placed on faculty, staff and learners of historically excluded identities and proactively engages options to counterbalance these unequal demands
4A.4 - Monitors personal impact on others, and manages own communication styles and emotions accordingly

4B. CORE COMPETENCIES 

Educational Leadership – describes areas of influence informed by core values of the unit, program, institution; leaders orient toward growth, change, and increasing the quality of education.

4B.1 - Champions anti-racism and anti-oppression in the educational mission and strategic plan for the institution, its programs, and resource allocation; centers equity –oriented education approaches; and connects anti-oppressive frameworks to day-to-day educational practice
4B.2 - Prioritizes and takes responsibility for the adoption, implementation and support (financial, human resource, space) of roles, systems and processes needed to meet the institutional-level anti-oppressive education competencies across domains
4B.3 - Establishes and supports a structure for oversight of the institution’s anti-oppressive performance and growth in the education mission
4B.4 - Practices equity-minded decision-making: performs ongoing self-reflection to recognize and mitigate biases in decision-making; examines biases that arise in policy development as well as patterns of advantage or discrimination in existing policies; and establishes and engages with institutional systems to enact equity-oriented change
4B.5 - Prioritizes both accountability and a growth-oriented approach
 to building faculty capacity in anti-racism and anti-oppression; ensures opportunities for skill development and supports for those who have not yet met expected competencies
4B.6 - Practices transparency by communicating clear, achievable expectations for anti-oppressive educational practices, acknowledging and taking accountability for historical and ongoing harms at the institutional level, and communicating realistic timelines and benchmarks for change.
4B.7 - Regularly reviews institutional policies, processes, and roles (e.g. job descriptions) with  a wide range of stakeholders, and adapts them to increase inclusivity and belonging
4B.8 - Establishes, maintains and actively engages with systems to continuously monitor learning environments and faculty performance to identify areas for improvement
4B.9 - Seeks and responds to feedback from internal and external sources to overcome oppressive practices and shares resulting action plans transparently. 
4B.10 - Creates inclusive and welcoming processes for feedback and input that enable stakeholders to influence the institution’s action plans and approaches
4B.11 - Participates in institutional, regional and national conversations and initiatives about advancing anti-racism and anti-oppression and brings related ideas and practices from other sources to the institution     
4B.12 - Actively counters siloization and builds systems for routine collaboration of anti-oppressive efforts interprofessionally and across domains of the institution’s mission (e.g. education, clinical, research)

4C. INSTITUTIONAL LEVEL 

These competencies focus on the operational processes associated with the design, delivery, and evaluation of curricula, assessments, and faculty development.

4C.1 - Develops and manages educational programs and resources, including individuals and/or financial resources at a local level (team/faculty) to enable educators to develop an understanding of and skills in applying anti-racist, anti-oppressive principles in their pedagogy, direct teaching, assessment, and other education work.
4C.2 - Intentionally builds diverse teams to ensure diverse perspectives and to center voices that are often systematically overlooked or excluded ; takes action to counterbalance the minority tax often associated with engagement of people with historically excluded identities
4C.3 - Sets and communicates clear performance expectations that reflect anti-oppressive principles for educators, departments and programs and has systems in place to identify and support those who are not meeting expectations 
4C.4 - Ensures that recruitment, selection and hiring processes are clear, transparent and align with institutional commitments to a diverse and welcoming workplace. Ensures that best practices in equitable recruitment, selection and hiring are consistently applied and that these practices are continuously reviewed  to identify and eliminate patterns of bias
4C.5 - Develops, supports, maintains and disseminates systems and strategies that monitor and improve internal institutional processes and practices --such as assessment, promotion, funding, professional development opportunities, and selection for leadership roles or awards -- for evidence and patterns of bias such as  differential attainment based on social identities. 
4C.6 - Transparently communicates with learners, educators, and other stakeholders about the program/institution’s progress in its journey toward anti-oppression and expresses commitment for continued advancement of this work, including timelines for next steps. 

5A. FOUNDATIONAL UNDERSTANDING

5A.1 - Recognizes the biases and limitations of existing educational research and evidence-based best practices that are largely based on research conducted in systems and cultures grounded in oppression including colonialism, individualism, elitism, racism, sexism, classism, and ableism. 
5A.2 - Acknowledges that the research approaches and methodologies used in most publications represent those condoned by groups who hold most power in academia and do not reflect the full range of scholarly approaches and methodologies available to produce valuable insights and evidence to guide change
5A.3 - Acknowledges historical trauma related to research methodologies and continually reviews and revises research methodologies to promote psychological and physical safety of participants.
5A.4 - Designs and conducts educational research and activities with an anti-oppressive and anti-racist lens, acknowledging historical trauma and making efforts to minimize harm. 

5B. CORE COMPETENCIES

5B.1 - Critically analyzes educational evidence to identify biases and gaps due to exclusion of populations that historically have not held power and considers the benefits and risks of applying such evidence in context of current practices, settings, and learners
5B.2 - Intentionally seeks out, acknowledges, and uplifts educational knowledge, wisdom, and diversity of pedagogical approaches that exist beyond the literature in health professions education and remains cognizant of the origins of the work upon which education scholarship builds
5B.3 - Conducts scholarship in ways that explicitly credit and are inclusive of many ways of contributing to scholarship, not limited to historical researcher roles and conventional authorship guidelines 
5B.4 - Provides opportunities for people who are the subjects of research studies to engage in the research process and/or be part of the research team, extending the concept of research subjects to research partners
5B.5 - When planning scholarship, gathers perspectives and literature produced by a range of scholars, including those who hold historically excluded identities.
5B.6 - Designs and conducts scholarship in ways that include individuals from historically excluded identities; collects demographic information so the composition and representativeness of the sample can be reported and disaggregated, along with data, results, and interpretations.
5B.7 - Engages in reflexivity throughout the research process, which includes examining researcher positionality, mitigating bias, embracing cultural humility, and taking initiative to reduce the influence of power and privilege in interactions between researchers and participants as well as among members of the research team

5C. INSTITUTIONAL REQUIREMENTS  –

Refers to systems, processes, structures that need to be in places to support all educators and programs in these anti-racist and anti-oppressive educational practices

5C1 - Monitors scholarship teams to make sure groups are not under-represented or over-taxed and that all members of the team are treated equitably  
5C.2 - Ensures that all groups who participate in research are treated respectfully and equitably 
5C.3 - Establishes pathways, pipelines and support structures to advance the scholarship and careers of scholars from historically excluded identities 
5C.4 - Sets priorities for scholarship that both incorporate principles of anti-racism and anti-oppression and also address anti-racism and anti-oppression 

1. Academy of Medical Educators (UK) - Professional standards for medical, dental, veterinary educators, 4th ed (2021)
2. O’Brien M, Fields R, Jackson A. Differences Matter One Page Anti-Racism for Medical Educators Checklist. V. 6 26 2020 (Is this the one page resource?)
3. Punchhi G, Shum K, Sukhera J. Anti-oppressive pedagogy in medical education: a qualitative study of trainees and faculty. Med Educ. 2023. [epub ahed of print] https://onlinelibrary.wiley.com/doi/10.1111/medu.15016
4. Kumashiro KK. Toward a theory of anti-oppressive education. Rev of Educational Research. 2000; 70(1): 25-53.
5. Michelle’s domains document – expansion of UC Regents Anti-Racism Learning and Reflection Tool
6. Fyfe M, Horsburgh J, Chiavaroli N, Kumar S, Cleland J. The do’s, don’ts, and don’t knows of redressing differential attainment related to race/ethnicity  in medical schools. Perspectives in Medical Education. 2022; 11:1-14.
7. ACGME Clinician Educator Milestones Project (Feb 2022)
8. AAMC DEI competencies 
9. For Assessment - ADD Teherani and others work on amplification cascade and equitable assessment
10. For Assessment - ADD literature on bias in narrative assessments, letters of recommendation and how to avoid bias
11. For Remediation - Chou CL, Kalet A, Costa MJ, Cleland J, Winston K. Guidelines: The dos, don'ts and don't knows of remediation in medical education. Perspect Med Educ. 2019 Dec;8(6):322-338.
12. Cleland JA, Jamieson S, Kusurkar RA, Ramani S, Wilkinson TJ, van Schalkwyk S. Redefining scholarship for health professions education: AMEE Guide No. 142. Med Teach. 2021;43(7):824-838.
13. Racic M, Roche-Miranda MI, Fatahi G. Twelve tips for implementing and teaching anti-racism curriculum in medical education, Medical Teacher. 2023 Epub ahead of print.
14. Peters HC, Luke M. Principles of anti-oppression: A critical analytic synthesis. Counselor Education and Supervision. 2022. 61: 335-348. 
15. Ladhani S, Sitter KC. The revival of anti-racism: considerations for social work education. Critical Social Work. 2020. 21(1): 55-65
16. Milner HR. Race, culture, and researcher positionality: working through dangers seen, unseen, and unforeseen. Educational Researcher. 2007. 36(7): 388-400.