Still, I Rise: On Racism, Recognition and Resistance in Psychology
- Dr Shungu Hilda M’gadzah
- Apr 9
- 8 min read
By Dr. Shungu H. M'gadzah
The never-ending climb up the ragged mountain of racism and systemic inequities
Navigating the "turbulent waters of white fragility, privilege, class, and race" (Jordan, 2025).
Sometimes the journey feels like an uphill battle—relentless, exhausting, and isolating. The psychology profession, which should lead in justice, healing, and inclusion, too often mirrors the systemic inequalities it claims to challenge. And yet, we continue. We persist.
When Citations Become Symbols of Resistance
I often wonder: Am I making an impact?Sometimes, we don’t realise the full extent of our influence until we pause to take a breath. Unlike those who have lost their lives at the hands of racism, I am thankful that I can still breathe.
Recently, I decided to search for citations of my work. I was curious, reflective, and, perhaps subconsciously, seeking affirmation. What I found surprised me: numerous citations by Educational Psychologists in training referencing the Six Stages Framework, the Prejudice-Racism Spectrum, and other aspects of my work.
So why was I looking in the first place? Recognition isn’t the reason we do this work. But in a system that works to silence and exclude you, these small affirmations can mean everything. They are evidence that the message is reaching people—that impact is being made, even if not acknowledged in formal traditional circles (such as the British Psychological Society (BPS), The Health Care Professionals Council (HCPC) or the Association of Educational Psychologists (AEP).
Gatekeeping and Exclusion in Plain Sight
In April 2022, shortly after the release of my book "Understanding and Dealing with Everyday Racism: The Six Stages Framework," I reached out to someone in a decision-making role at a professional psychology outlet, hoping the book might be shared more widely within the profession.
Initially, he requested a copy of the book and seemed open. But when his response came a month later, it was filled with the kind of language that has long been used to exclude and gatekeep:
"As it appears to be self-published I don’t think there’s anything we can do with it… we have to use the filter of a publisher."
When I responded, clarifying that the book was published through a recognised publisher that works in both traditional and hybrid models, and that the book introduced a fresh, psychologist-led approach to DEI, I was met with more resistance:
"Our readers expect a curated selection of reviews… from more traditional publishers."
What struck me most was the casual dismissal. At one point, I mentioned a possible BBC feature on my work. He replied that if the BBC programme went ahead, they might consider covering that—in their “Culture” section. Not the book, not the ideas—just the mainstream validation.
"For the BBC, we would be covering the programme and not the book."
It was disheartening. It left me feeling dismissed, invisible—like my voice, my work, my decades of experience, did not matter. The message was loud and clear: your contribution is not legitimate unless it comes wrapped in the familiar packaging of whiteness and establishment.
This wasn’t just professional feedback. It was systemic exclusion dressed in polite language. The kind that leaves no visible bruises, but hurts, nonetheless. I had to stop, breathe and if this was to happen today I would remember my poem “A million little cuts do not define me.”
“In this analogy, when the racism virus infects someone, it causes them to feel unwell, experiencing a loss of confidence, being undermined, dehumanized, and as if they do not belong. These symptoms are initially evident in emotional well-being and then gradually chip away at mental health, as reflected in the poem above, "a million little cuts" (M’gadzah, 2024).” M’gadzah, 2025.
I was left wondering: why did he need a copy of the book to say this? Why suggest hope only to withdraw it? Why is the potential of BBC coverage more validating than the voice of a Black psychologist with over 30 years’ experience?
This interaction reaffirmed what I already knew—often, it’s not about the quality or originality of the work. It’s about who gets to be heard, who is seen as credible, and who fits comfortably within the norms of whiteness, tradition, and institutional power.
I’ve included an excerpt of the correspondence below, my responses to him, as a testament to the challenges faced when confronting the gatekeepers of our profession:
“Thanks for your email. Anything you can do would be much appreciated. I am a bit surprised though, because when I was on the committee we used to do press releases for all kinds of articles and papers coming up in conferences etc. The book offers a fresh approach to promoting work within the area of diversity, equity, and inclusion. I've not seen any books which offer a personal development approach in terms of DEI and certainly none that have been written by a psychologist.”
“‘Old fashioned’ and ‘filters’ is a lot for me to deal with in one sentence! I think that sometimes we have to adjust our filters—especially in areas whereas psychologists we have been criticised for not doing enough!”
“I do think it would be a shame if coverage of the book ended up being through the BBC and not through the Magazine.”
“It’s not clear to me why you needed a copy of the book to provide the response you have given! As for the BBC, I don’t understand why endorsement from them would change your mind in terms of covering the book in the culture section.”
“Please could you send the book back to me so that I can pass it on to others for consideration.”
Make Psychology Great Again?
I couldn’t help but reflect on the founding figures of psychology—such as Cyril Burt, whose fabricated research upheld racist ideologies about intelligence. The faces may change, but the spirit forms remain the same. Today, the profession is still predominantly white and middle class. Black psychologists remain grossly underrepresented in senior roles and academia.
In 2020, I wrote three open letters titled "Dear White Psychologists" after the murder of George Floyd. Since then, I’ve had countless Black psychologists and therapists reach out, sharing their own stories of discrimination, exclusion, and lack of support. Those who speak up are often labelled as aggressive, difficult, or unprofessional.
It’s not just about who gets to speak—it’s about who gets believed, who gets protected, and who gets punished. Many are pushed out of the profession.
From Silence to Citations: A New Generation Emerges
Despite attempts to minimise and silence my voice, the citations I discovered spoke volumes. Trainee psychologists are citing my work in dissertations and theses. They don’t care about my former professional titles or whether I’m aligned with powerful gatekeepers. They care about impact, truth, and justice.
They are citing my early work—such as my 1999 co-edited journal on Challenging Racism and Inequality in Education and Child Psychology (which at the time received some hate mail). These new scholars recognise the relevance of this work now more than ever.
The Six Stages Framework is being used in research, in practice, and as a tool for systemic change. This is impact. This is resistance.
Social Media, Likes, and the Illusion of Influence
LinkedIn can be a strange space. My posts don’t always get hundreds of likes, but I’ve come to learn that impact isn’t measured in likes. It’s measured in impressions, sometimes followers, conversations sparked, and ideas carried forward.
Yes, it’s frustrating when people use your work without crediting you. Yes, intellectual property matters. But what matters most is that the message is reaching people, even if some forget to acknowledge its origin.
Facing the System and Speaking the Truth
The psychology profession needs to do more than use safe language like "inclusive" and "non-discriminatory." As Zoe Banks (2024) rightly points out, what we need is anti-racism. A term that goes beyond awareness to actively challenge the structural processes that uphold racial injustice.
Psychologists who challenge racism are being reported for their alleged tone or professionalism—not for the truth they tell. Systems are weaponizing complaints to silence dissent.
Where are the unions? Where are the senior EPs who should be supporting and protecting their staff in the face of discrimination? Too many prioritise relationships with schools over the well-being and equity of their own colleagues especially of Black colleagues.
A Message to Fellow Changemakers
To those of you who have cited me: thank you.To those who have stood beside me: thank you.To those just starting their journey in the profession: stay strong.
The mountain may be ragged, but each step forward carves out a new path for others to follow. You may not always be liked. You may not always be acknowledged. But the work you do matters.
We are the change we seek.
True to my name (and the meaning), still I rise.
Shungu- The name Shungu is a Zimbabwean name, often used as a first name.
Meaning: Shungu translates to "determination" or "resilience".
Hilda - The name Hilda, a feminine given name of Germanic origin, derives from the Old High German word "hild," meaning "battle" or "fight".
Bernadette - Bernadette is a feminine name of French origin, meaning "brave bear" or "strong,"
M’gadzah - Mugadza is a surname of Shona origin, meaning “one who is a leader” or “a person of authority.” It may also refer to a person who is respected.
Where do you draw your strength from?
#Antiracism #InclusivePsychology #SixStagesFramework #EducationalPsychology #SystemicChange #BlackPsychologists #ResistAndRise
List of citations
Ayonrinde, A-L. (2024). Church of England and The Six Stages Framework.
Alice Bateman (2023). A Participatory Research Project Exploring Educational
Psychologists’ Engagement with Whiteness, White Privilege and
Developing Anti-Racist Practice. A thesis submitted in partial fulfilment of the requirements of the University of East London for the Professional Doctorate in Educational and Child Psychology.
Zoe Ebanks (2024). Anti-Racist Practice and Black Womanhood: An Exploratory and Emancipatory Study Into Anti-Racist Practice in Educational Psychology Through the Perspectives of Black Women Educational Psychologists.
A thesis submitted in partial fulfilment of the requirements of the School of Psychology, University of East London for the Doctorate in Educational and Child Psychology.
Psychologists. We Can’t Breathe.
Black Lives Matter. Clinical and Experimental Psychology, 6(4), 01.
Sharon Hurley (2024). Anti-Racism Reading List March 2024
Nigel Jordan (2025). Culture of Justice by
Dempsey, A., M’gadzah, S., & Watson, S. D. (2022). Diversity and racism in higher education: The six stages framework. In E. Meletiadou (Ed.), Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education (pp. 354–376). IGI Global. https://doi.org/10.4018/978-1-7998-9628-9.ch018
M’gadzah, S. H., & Gibbs, S. (1999) Editors. Challenging racism and inequality in education and child psychology. Educational and Child Psychology, 16(3), 4–5. https://shop.bps.org.uk/educational-child-psychology-vol-16-no-3-1999-challenging-racism-and-inequality-in-education-and
M’gadzah, H. (2020). First letter to white educational psychologists. We can’t breathe. Black lives matter. Clinical and Experimental Psychology, 6(4), 1.
M’gadzah, S. H. (2022). Understanding and Dealing with Everyday Racism: The Six Stages Framework: The Six Stages Framework.
Everyday-Racism-Framework/dp/1909675318
M’gadzah, SH (2025). If racism was a virus. Six Stages Framework Publications.
BPS updates (2022), Equality, diversity and inclusion, Race, ethnicity and culture, Social and behavioural, Violence and trauma
‘Deeply worrying’ rise in hate crimes
Dr Shungu Hilda M’gadzah has said the UK government is not doing enough to educate people or to find out why these crimes are happening.
07 November 2022
Marsh, G. (2025). Ideological Shifts in Higher Education: Six Stages of Understanding and Dealing with Racism, Homophobia, and Ableism at the Collegiate Level.https://www.youtube.com/watch?v=qTgKUKehob0&t=3s
Miller, D (2024). Constructivist Grounded Theory
Helena Wood (2023). Educational psychologists’ views on white privilege. UCL Thesis
👩🏾🎓 ✨ NEW! The Six Stages Framework for Secondary School Pupils Workbook Your Voice, Your Impact – Inclusion in Action This practical and engaging workbook empowers secondary school students to explore their identity, speak their truth, and take action. Rooted in my Six Stages Framework, it supports schools in embedding inclusion across PSHE, RSHE and beyond. 🛒 Now available on Amazon: 👉 https://amzn.eu/d/clE9M3h
📘 1️⃣ Understanding and Dealing with Everyday Racism – The Six Stages Framework (2022) A must-read for individuals and organisations committed to personal and systemic change. This book introduces the Six Stages Framework, a structured path to greater self-awareness and action. 📖 https://amzn.eu/d/0DQGxg9
🦠 2️⃣ If Racism Was a Virus (2025) A powerful and poetic exploration of racism through metaphor and lived experience. This book invites readers to reflect on how racism spreads, infects, and can be healed — personally and collectively. 📖 https://amzn.eu/d/95OnuU3
Comments