This article rethinks the challenges of radical politics within a global neoliberal context by rekindling conversations about the history of Afro-Latin American women's movements. The article explores the current economic crisis and its dehumanizing effects primarily on racialized populations, poor people, and women, and locates these groups in relation to the rise of the world-system. Likewise, it identifies the theoretical contributions made by Afrodescendant Latin American women to decolonial thought, not only in relation to the historical domination of the significance of the nation-state but, more importantly, as regards to the dependency relation of political subjects within capitalism, western modernity, European colonization, and the processes of racialization and sexualization of social relations. Acknowledging that the Afro women's movement in Latin America and the Caribbean is going through difficult times, this article considers the role of radical decolonial politics in the creation of a particular strain of thinking that would allow the movement to understand the specific configuration of these systems of domination, to overcome the binarism of theory and practice, to promote the creation of political alliances, to reconceptualize autonomy, to question essentialism, and to reconsider social class.

The current health crisis brought about by the COVID-19 pandemic not only had a global impact, it also exacerbated the inequalities experienced by students of diverse backgrounds in the United States. Implementing inclusive and anti-racist pedagogical practices has gained a heightened and overdue sense of urgency, especially during the period of emergency remote teaching. At Lafayette College, a small liberal arts college in Pennsylvania, USA, the Inclusive Instructors Academy is a semester-long program aimed at supporting faculty from all disciplines to develop and incorporate inclusive practices that promote equity and belonging in their teaching. A critical aspect of the Inclusive Instructors Academy is its employment of student fellows under the Student-as-Partners model. The student fellows who participated in Fall 2020 and Spring 2021 provided feedback to their faculty partners on inclusive teaching approaches. This case study highlights how student-faculty partnerships can be a highly effective strategy for fostering more socially just learning environments.

Since the beginnings of 1970s activism in Puerto Rico, like in other countries, there have been tensions between dialogues about race and feminism. Tensions between feminisms and Afrodescendant women's movements persist. As part of a cross-sectional analysis, it is necessary to recognize the wide range of subject positions that combine to create the identities of Afrodescendant women.

Inclusive teaching is instruction that fosters a sense of belonging, is equitable for a diverse student body, and shows students that they matter. Inclusivity is associated with positive student outcomes and is critical at institutions of higher education given the diversity of student populations. While there are a number of recommended practices for inclusive teaching, valid and reliable classroom observation tools that provide instructors with formative feedback on their instructional efforts are lacking. This article describes the development of the Protocol for Advancing Inclusive Teaching Efforts (PAITE). The PAITE was developed for formative purposes to provide higher education instructors with formative feedback on observable inclusive teaching practices. The protocol can be used by peer observers, educational developers, student pedagogical partners, and educational researchers in higher education classrooms. We describe the creation of the protocol, how to prepare observers to use it within classrooms, and how instructors can use the feedback to monitor and improve their inclusive teaching approaches.

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