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Black women academics describe the transformative work of contributors to the Ivory Tower project, adding intersectional voices from the USA, Canada and Australia, and LGBTQ perspectives. Their research and practice, often unacknowledged, is transforming teaching, research, professional and community practice within and beyond the academy.

The 3D Pedagogy Framework is a strategic model of inclusive teaching practice developed to decolonize, democratize and diversify the higher education curriculum. In the UK, USA and elsewhere, an attainment gap exists between and among White students and students of colour. The 3D Pedagogy Framework targets education practice as the primary driver for enhancing the experience and outcomes of students of colour and enriching the learning process for students of all ethnic and cultural backgrounds. This paper discusses a pilot study involving 27 educational practitioners that undertook a workshop on 3D Pedagogy. Preliminary findings from quantitative and qualitative data collected point to the efficacy of the 3D Pedagogy Framework as an effective model for enhancing the cultural competencies of educational practitioners and promoting critical reflection and agency; important steps towards transforming the curriculum.

The institutional culture within the UK higher education sector is largely Eurocentric, failing to represent the ethnically and culturally diverse student population, and contributing to disparate outcomes for students that do not fit the dominant cultural model. The NUS argue that the curriculum should tackle structural inequalities in society, as well as embedding equality and diversity. Social justice education meets this ideal, with advocates charging that education systems reproduce social inequalities in the wider society by reinforcing the status quo; although education institutions can play a key role in promoting social change. Despite the reproduction of racial stereotypes through the media, outside media literacy, the potential for implementation of social justice pedagogy in media education is yet to be realized. This article proposes pedagogies of social justice and cultural democracy as an effective strategy for promoting social change in the communication industries. It draws on a final year undergraduate unit focused on race, ethnicity and culture and linked to degrees in advertising, public relations, marketing communications and politics as a case study. The findings of an end of unit survey suggest that students can develop the critical consciousness necessary to analyze and critique problematic racialized representations in the communication industries in future employment and become agents of change.

A Black feminist perspective on negative media coverage directed towards Diane Abbott MP during the General Election campaign, which highlights that the fact that Britain still has a long way to go in terms of race equality in the political landscape.

Donald Trump's victory in the 2016 presidential election has been attributed to disaffection among the American populace and its disengagement with the US political system, leading to a seismic shift towards populism. However, in common with Brexit, dominant discourses in Trump's campaign centred on issues around belonging and identity with clearly marked boundaries of inclusion and exclusion.

This study explores Black British women's motivations for divulging racial and ethnic identity in the blogosphere (sometimes referred to as 'blogging while Black') and their use of blogs for discursive activism. Previous research on Black women in the blogosphere examines how Black women appropriate blogs as a medium for empowerment (Somolu, 2007), as a platform for feminist resistance to raced and gendered discrimination (Steele, 2012) and as a medium for feminist resistance rooted in the experiences and perspectives of the hip hop generation (Boylorn, 2013). The blogosphere is often perceived as a racially neutral space where shared interests across geographical and temporal boundaries limit the significance of racial and ethnic identity. However, the constructed narratives of Black British women in this study highlight their experiences of subtle forms of prejudice and discrimination perpetuated through dominant discourses in the mainstream media. The findings demonstrate how they use blogs as a medium for discursive activism to challenge stereotypical raced and gendered representation in the mainstream media. Much of the research on the blogosphere in Britain reflects its use by the White majority population. This study therefore extends understanding of the blogosphere through the counter narratives of Black British women while highlighting alternative modes of political communication.