Towards Anti-Racist Educational Research: Radical Moments and Movements is a call for educational researchers and teachers to engage in the work needed to be anti-racist. In the academy, there is no place for neutrality when it comes to race. One either endorses the idea of a racial hierarchy or that of racial equality. Educators and researchers either believe problems are rooted in groups of people or locate the roots of problems in power and policies. Therefore, we can either allow racial inequities to continue or confront racial inequities. Delane Bender-Slack and Francis Godwyll work to confront those racial inequities in educational research. As they continue to grapple with their role in radical moments and movements-from various identities, perspectives, and positionalities-they strive to identify their intellectual, social, and cultural labor in their research, and in this writing, as anti-racist. The editors define what it could mean to be anti-racist in research methods, projects, and agendas, and they pose the following questions: How do we ask anti-racist research questions? How do we create anti-racist curricula? How do we design anti-racist policies? What does it mean to be racially humanizing educational researchers? How do we intentionally work towards racial justice?

In 1970, a group of women in Ann Arbor launched a crusade with an objective that seemed beyond reach at the time-force the University of Michigan to treat women the same as men. Sex discrimination was then rampant at U-M. The school's admissions officials sought to maintain a ratio of 55:45 between male and female undergraduate entrants, turning away more qualified female applicants and arguing, among other things, that men needed help because they were less mature and posted lower grades. Women comprised less than seven percent of the University's faculty members and their salaries trailed their male peers by substantial amounts. As one administrator put it when pressed about the disparity, 'Men have better use for the extra money.' Galvanized by their shared experiences with sex discrimination, the Ann Arbor women organized a group called FOCUS on Equal Employment for Women, led by activist Jean Ledwith King. Working with Bernice Sandler of the Women's Equity Action League, they developed a strategy to unleash the power of another powerful institution-the federal government-to demand change at U-M and, they hoped, across the world of higher education. Prompted by a complaint filed by FOCUS, the U.S. Department of Health, Education, and Welfare soon documented egregious examples of discrimination in Michigan's practices toward women and threatened to withhold millions of dollars in contracts unless the school adopted remedies. Among the hundreds of similar complaints filed against U.S. colleges in 1970-1971, the one brought by the Michigan women achieved the breakthrough that provided the historic template for settlements with other institutions. Drawing on oral histories from archives as well as new interviews with living participants, Conquering Heroines chronicles this pivotal period in the histories of the University of Michigan and the women's movement. An incredible story of grassroots activism and courageous women, the book highlights the kind of relentless effort that has helped make inclusivity an ongoing goal at U-M.