Inequality Kills: The unparalleled action needed to combat unprecedented inequality in the wake of COVID-19

The wealth of the world’s 10 richest men has doubled since the pandemic began. The incomes of 99% of humanity are worse off because of COVID-19. Widening economic, gender, and racial inequalities—as well as the inequality that exists between countries—are tearing our world apart. This is not by chance, but choice: “economic violence” is perpetrated when structural policy choices are made for the richest and most powerful people. This causes direct harm to us all, and to the poorest people, women and girls, and racialized groups most. Inequality contributes to the death of at least one person every four seconds. But we can radically redesign our economies to be centered on equality. We can claw back extreme wealth through progressive taxation; invest in powerful, proven inequality-busting public measures; and boldly shift power in the economy and society. If we are courageous, and listen to the movements demanding change, we can create an economy in which nobody lives in poverty, nor with unimaginable billionaire wealth—in which inequality no longer kills.

Seeing Guns to See Urban Violence: Racial Inequality & Neighborhood Context

Guns are central to the comprehension of the racial inequalities in neighborhood violence. This may sound simple when presented so plainly. However, its significance derives from the limited consideration that the neighborhood research paradigm has given guns: they are typically conceived of as a background condition of disadvantaged neighborhoods where violence is concentrated. Instead, I argue that guns belong at the forefront of neighborhood analyses of violence. Employing the logic and language of the ecological approach, I maintain that guns must be considered as mechanisms of neighborhood violence, with the unequal distribution of guns serving as a critical link between neighborhood structural conditions and rates of violence. Furthermore, I make the case that American gun policy should be understood as a set of macrostructural forces that represent a historic and persistent source of disadvantage in poor Black neighborhoods.

Flipping the Script on the Language Teacher/Researcher

Standard language ideologies, hierarchical language structures and resulting ethnic and racial inequalities have long been reinforced within and by means of the TESOL (teaching English to speakers of other languages) field. These standards and structures echo the colonial history of forced language assimilation and indigenous erasure, a history that in many ways continues today. This chapter proposes language learning and ongoing reflection on the language learning process as a critical framework that English language teachers and researchers should adopt and apply to their work. When teachers and researchers take on the language learner identity inside and outside of classroom/research spaces, they equip themselves to dismantle rigid power structures in TESOL, transforming the colonizer narrative into one of decolonization, collaboration, and equity.

Teaching Anti-Racism in an Aging Services Course: Lessons Developed and Lessons Learned

Despite high levels of racial disparities in health and well-being among older adults, curricula addressing how aging services systems contribute to or work to ameliorate these disparities are scarce. This paper introduces a module on inequalities and anti-racism in aging developed for an online course on aging services within a Master of Social Work program. First, materials that help students identify and understand racial inequalities in aging and in the programs that serve older adults are presented. Next, students are introduced to the applied context of how COVID-19 has exacerbated these inequalities. Finally, students critically engage in reflections and assessments of the available resources within aging services and advocacy organizations, providing recommendations for how these systems may better incorporate anti-racist practices. Challenges and opportunities will be discussed, including piloting this module in a virtual, asynchronous environment.

Contrasting Narratives of Race and Fatness in Covid-19

The slogan that ‘the virus doesn’t discriminate’ has been belied by the emergence of stark and persistent disparities in rates of infection, hospitalisation, and death from Covid-19 between various social groups. I focus on two groups that have been disproportionately affected, and that have been constructed or designated as particularly ‘at-risk’ during the Covid-19 pandemic: racial or ethnic minorities and fat people. I trace the range of narratives that have arisen in the context of explaining these disparities, in both the scientific literature and wider expert and public discourse. I show that the scientific and public narratives around these groups have differed significantly, revealing contested and competing conceptions of the basis of these categories themselves. These different conceptions have important impacts on the kinds of interventions that become possible or desirable. I show that in the case of racial or ethnic disparities, genetic narratives have been combatted by a strong focus on structural racism as a driver of pandemic inequalities. However, in the case of fatness, individualising and stigmatising narratives have dominated discussions. I suggest that, given racial or ethnic differences in prevalence of fatness, and scholarship casting anti-fatness as historically racialised, the stigmatisation of fatness disproportionately affects racial or ethnic minorities in terms of placing individual blame or responsibility for the increased burden of Covid-19 on these groups. Despite widespread acknowledgement of the role of structural racism in driving racial inequalities in the burden of Covid-19, anti-obesity rhetoric and research provides a ‘backdoor’ to placing blame on individuals from racial minorities.

Determinants of Ethnic Differences in School Modality Choices During the COVID-19 Crisis

A growing body of research and popular reporting shows racial differences in school modality choices during the COVID-19 crisis, with White students more likely to attend school in person in the fall of 2020 and spring of 2021. This in-person learning gap raises serious equity concerns. We use unique panel survey data to explore possible explanations. We find that a combination of factors may explain these differences. School districts’ offerings, political partisanship, perceived risk from the pandemic, and local COVID-19 outbreaks are all meaningfully associated with and plausibly explain the in-person learning racial gap. Our results illustrate how not only policy decisions but also political leanings and individuals’ beliefs could contribute to inequality in access to learning and illustrate the need for a better understanding of the factors behind observed racial inequalities in education.

Implementing the Race Equality Action Plan

The Welsh Government’s Race Equality Action Plan sets out to tackle structural racial inequalities in Wales in order to make ‘meaningful and measurable changes to the lives of Black, Asian and Minority Ethnic people by tackling racism’ and achieve ‘a Wales that is anti-racist by 2030’. The consultation closed in July and responses are currently being reviewed. Delivering on this ambitious vision will require concerted and carefully thought-through actions. The Welsh Government and public bodies are going to need to establish a very clear set of priorities and metrics to ensure accountability for achieving measurable race equality improvements. Building on the recommendations in WCPP’s evidence reviews on improving race equality in Wales, which informed the development of the Race Equality Action Plan, this commentary highlights some of the steps that might be necessary or helpful to make good on the Plan’s aims.

“Earth Girl Won’t Stand For It!”: Representations of Environmental (In)Justice in Mayah’s Lot

As the global climate crisis escalates, environmental disaster and extreme weather will play a defining role in the lives of many of today’s children, particularly those from impoverished communities and communities of color. However, environmental children’s literature has overwhelmingly failed to educate readers about environmental injustice or equip them with the tools to combat these pressing issues. Rebecca Bratspies and Charlie La Greca’s Mayah’s Lot counters this troubling silence by empowering children to pursue environmental justice. The comic centers on Mayah, a young Black girl who discovers that a corporation plans to transform a vacant lot in her urban neighborhood into a toxic waste storage facility. Mayah joins forces with her neighbors to halt the development, participating in protests, community meetings, and legal action. The comic concludes with the community defeating the corporation and collaborating to turn the lot into public green space. By highlighting the intersections between environmental and racial inequalities, along with showcasing a range of viable community activist strategies, I argue that Mayah’s Lot demonstrates how environmentally-justice oriented comics can empower young readers to participate in environmental advocacy and develop resilience in the face of environmental disruption.

Legitimate suffering: a case of belonging and sickle cell trait in Brazil

Patient activism organizations are formed around and seek legitimacy via both biological and biographical identities (Fassin, in: Theory Cult Soc 26(5):44–60, 2009). In the case of sickle cell disease (SCD) in Brazil, two different modes of suffering authenticate the lived experience—one is based on the disease state, the other is based on the ways in which racial inequalities and disadvantage contribute to its own suffering while also entangled with disease-based suffering. SCD is a rare genetic disorder that affects red blood cells and whose hallmark symptom is pain. This paper places an ethnographic focus on the failed mobilization of suffering by an organization leader in attempts to make claims for inclusion. The leader’s social and biological identities of mother, sickle cell trait carrier, middle class, and mulata disrupted biosocial cohesion. This disruption reveals a hierarchy of suffering, where some indices of suffering are delegitimized. This hierarchy illuminates how exclusion and representation work within a patient organization whose membership embody both physical and social distress.