Thematische Bibliographien / Racism in education

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Auswahl der wissenschaftlichen Literatur zum Thema „Racism in education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Racism in education"

Adhikari-Sacré, Hari Prasad, und Kris Rutten. „When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education“. Philosophies 6, Nr. 2 (11.06.2021): 48. http://dx.doi.org/10.3390/philosophies6020048.

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Despite a decade of diversity policy plans, a wave of student rallies has ignited debates across western European university campuses. We observe these debates from a situated call for anti-racism in Belgian higher education institutions, and critically reflect on the gap between diversity policy discourse and calls for anti-racism. The students’ initiatives make a plea for racial literacy in the curriculum, to foster a critical awareness on how racial hierarchies have been educated through curricula and institutional processes. Students rethink race as a matter to be (un)learned. This pedagogical question, on racial literacy in the curriculum, is a response to diversity policies often silent about race and institutionalised racisms. Students request a fundamental appeal of knowledgeability in relation to race; diversity policy mostly envisions working on (racial) representation, as doing anti-racist work. This article argues how racial literacy might offer productive ways to bridge the disparities between students’ calls for anti-racism and the institutional (depoliticised) vocabulary of diversity. We implement Stuart Hall’s critical race theory and Jacques Rancière’s subjectification as key concepts to study and theorise these calls for anti-racism as a racial literacy project. This project can be built around engagement as educational concept. We coin possibilities to deploy education as a forum of engagement and dialogue where global asymmetries such as race, gender and citizenship can be critically addressed.

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Welton, Anjalé D., Devean R. Owens und Eboni M. Zamani-Gallaher. „Anti-Racist Change: A Conceptual Framework for Educational Institutions to Take Systemic Action“. Teachers College Record: The Voice of Scholarship in Education 120, Nr. 14 (November 2018): 1–22. http://dx.doi.org/10.1177/016146811812001402.

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To achieve racial equity in education not only do individuals’ mindsets need to be shifted to a more anti-racist ideology, but the institutions in which they work need to make profound anti-racist changes as well. Therefore, we revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity. However, we do acknowledge the limitations of each body of research. Anti-racism research is more so ideological and theoretical and does not operationalize specifically how to take action against racism, and the organizational change research largely overlooks equity discussions, especially race. Yet, when combined, the two sets of research offer a more actionable framework for educational leaders. Thus, we merge key concepts from anti-racism and the organizational change literature to present a conceptual framework that leaders in both PK–12 and higher education institutions can use to be accountable for facilitating broad level systemic anti-racist change.

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Playfair, Catherine, Garfield Hunt und Chrissie DaCosta. „Developing anti-racist undergraduate nursing education: themes and action“. British Journal of Nursing 32, Nr. 15 (17.08.2023): 736–42. http://dx.doi.org/10.12968/bjon.2023.32.15.736.

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The impact of racism on health is undeniable. However, undergraduate nurse education in the UK is not adequately addressing the racism within the profession. Literature on anti-racist nursing education was reviewed to uncover the most effective strategies for nurse educators to develop this approach. The literature describes a climate of denial and defensiveness among nurse educators. It urges nurse educators to develop racial literacy, and explores nursing curricula, recommending intersectionality as a way to teach about health disparities, with a move away from a culturalist perspective. There is growing recognition that institutions need to address issues around the retention of Black students, and robust reporting systems are required to respond to allegations of racism. Institutions also need to provide evidence-based anti-racist training for staff. The conclusion here is that, without institutional support, there is little nurse educators can do alone to change the culture of racism in nurse education. Thus, this review is a starting point for nurse educators interested in anti-racist nursing education.

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Costa, Daniele da Silva, Rayane Corrêa Pantoja und Waldir Ferreira de Abreu. „Relações etnico-racias: o pensamento decolonial e a prática pedagógica para uma educação antirracista“. Revista Educação e Emancipação 14, Nr. 1 (29.03.2021): 111. http://dx.doi.org/10.18764/2358-4319.v14n1p111-138.

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O objetivo deste texto é refletir sobre as relações etnico-raciais a partir do pensamento e prática pedagógica decolonizadora no enfrentamento do racismo. Tomamos como questões de pesquisa algumas inquietações: De que forma o negro (a) é representado historicamente no contexto brasileiro? Como as discussões contra o racismo estão presentes no campo educacional? Em que amplitude as questões de racismo e do antirracismo no âmbito da história da educação no Brasil caminham para o pensamento decolonial? A metodologia adotada para esta discussão, volta-se a revisão bibliográfica e análise documental em Análise de Conteúdo (AC) proposto por Bardin (2006, 2011). Uma das conclusões que este estudo levantou é o apontamento da necessidade de reflexões conjuntas para a prática pedagógica decolonial e a partir disto os efeitos que o racismo provoca na identidade étnico-racial dos sujeitos sociais presentes na escola possam ser colocados em prática para uma educação antirracista.Palavras-chave: Educação antirracista. Prática pedagógica. Decolonial.Ethnic-racial relationships: decolonial thought and pedagogical practice for anti-racist education ABSTRACT The purpose of this text is to reflect on ethnic-racial relations based on decolonizing pedagogical thinking and practice in the fight against racism. We take as concerns research questions some concerns: How is the black person (a) historically represented in the Brazilian context? How are discussions against racism present in the educational field? To what extent do the issues of racism and anti-racism within the scope of the history of education in Brazil move towards decolonial thinking? The methodology adopted for this discussion, turns to bibliographic review and document analysis in Content Analysis (CA) proposed by Bardin (2006, 2011). One of the conclusions raised by this study is the need for joint reflections for decolonial pedagogical practice and from this the effects that racism causes on the ethnic-racial identity of social subjects present at school can be put into practice for an anti-racist education.Keywords: Anti-racist education. Pedagogical practice. DecoloniallRelaciones etnico-raciales: pensamiento descolonial y práctica pedagógica para la educación antirracistaRESUMENEl objetivo de este trabajo es reflexionar sobre las relaciones étnico-raciales desde el pensamiento y la práctica pedagógica decolonizadora en la lucha contra el racismo. Tomar como preguntas de investigación algunas preocupaciones: ¿En qué forma el negro (A) está representado históricamente en el contexto brasileño? Como los debates contra el racismo están presentes en el campo educativo? A medida que los problemas de racismo y de antirracismo dentro de la historia de la educación en Brasil ir al pensamiento descolonial? La metodología adoptada para la discusión, se remonta a la revisión de la literatura y el análisis documental en análisis de contenido (AC) propuesto por Bardin (2006, 2011). Una de las conclusiones que de este estudio se ha planteado es la Accommodator la necesidad de reflexión conjunta para la práctica pedagógica y decolonial desde este racismo los efectos que provoca en la identidad étnica racial- de los sujetos sociales presentes en la escuela se pueden poner en práctica para una educación antirracista.Palabras clave: Educación anti-raista. Práctica pedagógica. Decolonial.

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Kailin, Julie. „How White Teachers Perceive the Problem of Racism in Their Schools: A Case Study in “Liberal” Lakeview“. Teachers College Record: The Voice of Scholarship in Education 100, Nr. 4 (Januar 1999): 724–50. http://dx.doi.org/10.1177/016146819910000402.

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This study examined White teachers’ perceptions of racism in their schools. An open-ended questionnaire was administered to 222 teachers in a medium-sized highly rated middle-class Midwestern school district. Teachers were asked to provide examples of racism in their schools. Teachers’ responses were analyzed and coded according to major themes that were collapsed into three major categories: attribution of racial problems to Whites; attribution of racial problems to Blacks; attribution of racial problems to institutional/cultural factors. Research findings indicate that most White teachers operated from an impaired consciousness about racism; that a majority “blamed the victim,” assigning causality for racism to Blacks. Findings further indicate that of those who witnessed racist behavior by their White colleagues, the majority remained silent and did not challenge such behavior. Because teachers play a pivotal role in the sum total of race relations in education, it is critical to consider how they perceive the problem of racism in their schools. Their perceptions may influence decisions about how to interpret and respond to racial inequality.

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Seikkula, Minna. „Adapting to post-racialism? Definitions of racism in non-governmental organization advocacy that mainstreams anti-racism“. European Journal of Cultural Studies 22, Nr. 1 (11.08.2017): 95–109. http://dx.doi.org/10.1177/1367549417718209.

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Scholarly discussions contesting post-racialism have noted how the false but common belief – that systematic racism has been defeated in Western societies – works to undermine anti-racism’s critical potential. Simultaneously, the discussion about the relativization of anti-racism has mainly been located in contexts with strong anti-racist traditions. By exploring anti-racism in the Finnish civil society, the article thematizes thinking around the post-racial modality of racism in a context where racism is often presented as a recent phenomenon. A discourse analysis of non-governmental organization advocacy materials that work to mainstream anti-racism identifies three parallel problem-definitions of racism, illustrating a tendency to understand racism as an individual flaw in a non-racist social reality. This shows that trivializing racism and recentring whiteness happen through classed and aged discourses.

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Wetzel, Melissa Mosley, Annie Daly, Kira LeeKeenan und Natalie Sue Svrcek. „Coaching Using Racial Literacy in Preservice Teacher Education“. Journal of Literacy Research 53, Nr. 4 (28.10.2021): 539–62. http://dx.doi.org/10.1177/1086296x211052246.

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Drawing on a theoretical framework that centers race, racism, and anti-racism, this study explores a coaching conference in preservice literacy teacher education. In classrooms, teachers often encounter disruptions in the community; however, those disruptions are often seen as problems to be solved and are addressed without interrogating race discourses. This study builds on previous research that has explored how teachers engage in developing understandings about race in relation to their practice using discursive tools of racial literacy. We ask, How do three White teachers draw on race discourses that are racist and anti-racist within the context of one coaching event, a post-conference? Using critical discourse analysis, we describe and interpret how race discourses were drawn upon and disrupted in the conference. We conclude with a discussion of the racial literacy practices that have promise in this coaching context and in other professional settings.

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Perez, Ebony N. „Faculty as a Barrier to Dismantling Racism in Social Work Education“. Advances in Social Work 21, Nr. 2/3 (23.09.2021): 500–521. http://dx.doi.org/10.18060/24178.

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Facilitating learning around race and racism is often uncomfortable for faculty as well as students. The purpose of this qualitative case study was to investigate the experiences of undergraduate social work educators who teach about race and racism in social work programs. I employed a qualitative case study design to understand the lived experience of undergraduate social work educators who teach race specific content. I employed a combination of purposive sampling and snowballing methods to identify nine participants from the Southeast region of the United States. Utilizing a Critical Race Theory (CRT) framework to analyze interviews, several key findings emerged revealing faculty as barriers to facilitating learning around anti-racist content in the classroom. These findings were a) their own racial identity; b) insufficient formal preparation around race and racism; c) lack of faculty comfort with anti-racist content; and d) lack of skill in teaching anti-racist content. Recommendations include the implementation of scaffolded antiracist content throughout social work curricula that would be required by the Council on Social Work Education as part of the accreditation process.

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Andrews, Dorinda J. Carter. „Black Achievers’ Experiences with Racial Spotlighting and Ignoring in a Predominantly White High School“. Teachers College Record: The Voice of Scholarship in Education 114, Nr. 10 (Oktober 2012): 1–46. http://dx.doi.org/10.1177/016146811211401002.

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Background/Context Despite a history of racial oppression and degradation in U.S. schools, African Americans have responded to racism and discrimination in ways that promote educational attainment and school success. Many Black adolescents have been empowered to succeed academically partly because of their awareness of racist practices in education and society. This empowerment to succeed in the face of racism is also seen as resiliency. A growing body of research suggests that despite experiencing racism in schools, many African Americans possess an achievement ethos that demands a commitment to excellence; despite experiencing racism as a stressor, these students develop resilient strategies for resisting racism in the school context. Purpose/Objective/Focus of Study The purpose of this study was to understand the adaptive behaviors that high-achieving Black students employed in a predominantly White high school to maintain school success and a positive racial self-definition. The focus of this article is to examine how these students describe, understand, and respond to experiencing racial microaggressions in classroom, social, and extracurricular domains within their school. Research Design The article includes data from a yearlong qualitative investigation of high-achieving Black students in a predominantly White high school. The author analyzed interview data, participant observations, and field notes and used a grounded theory approach to analyzing the data to arrive at an understanding of how students perceived experiences with racial microaggressions in their school. Findings/Results Findings indicate that students experienced racial microaggressions in the form of sometimes being spotlighted because of their race (i.e., racial spotlighting) and sometimes being ignored because of their race (i.e., racial ignoring). Students managed these experiences by utilizing a variety of resilient strategies that represent varying degrees of resistance. The use of these behavioral strategies demonstrates their resilience not only to racism but also to a school climate in which racism acts as a structural barrier to potentially constrain or impede achievement. These strategies allow students to effectively navigate within and across classroom and nonclassroom domains despite experiencing racial discrimination and to acquire and maintain school success without rejecting their racial identity. Conclusions/Recommendations The article concludes with implications for teacher education and creating culturally inclusive school and classroom environments. The article challenges educators to critically examine the relationships between race, racism, Whiteness, and teaching and learning. Specifically, recommendations are offered for preservice teacher preparation and in-service teacher professional development.

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Rosiek, Jerry. „School segregation: A realist’s view“. Phi Delta Kappan 100, Nr. 5 (22.01.2019): 8–13. http://dx.doi.org/10.1177/0031721719827536.

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The nation’s greatest anti-racist education policy — school desegregation — has proven no match for the adaptations of institutionalized racism. Over the last 40 years, school segregation has evolved and reemerged in housing patterns, school zoning policy, and curricular tracking. This has led to calls for new solutions to the problem of racial segregation in schools. Is it possible, however, that the pursuit of such solutions is a form of avoidance, an unwillingness to face the intractable nature of institutionalized racism? Jerry Rosiek considers the power of pessimism about racial justice as a stance for educators in an era of resegregating schools.

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Dissertationen zum Thema "Racism in education"

Pendakur, Vijay. „Asian American college students| Making racial meaning in an era of color-blind racism“. Thesis, DePaul University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584790.

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Since the end of the Civil Rights era, a new paradigm has emerged for understanding race and racism in American society. This neoliberal hegemonic discourse argues that systemic racism ended with the abolishment of formal, juridical racism and that any continued investment in race is both unnecessary and deeply problematic. Critical race theorists have named this framework color-blind racism. In recent years, color-blind racist discourse has been repackaged under a "post-race" label and the election of America's first non-White president has only served to bolster notions that America might have somehow transcended race.

For college students, the undergraduate years are often a time of great intellectual, emotional, and spiritual upheaval and this instability makes college a prime site for examining individuals' meaning-making and identity formation processes. Students of color are no exception to this overall phenomenon and the literature on racial identity development speaks to the dramatic changes in self-concept that individuals of color often experience while attending college. One group of students of color, Asian American college students, are deeply understudied and there is little scholarly writing on Asian American college students' racial identity development process.

This dissertation is a qualitative study of the effects of color-blind racism on the racial identity meaning-making of Asian American college freshmen. Using a narrative inquiry methodology, the author conducted lengthy in-person interviews with nine participants. The emergent themes from the study indicate that the participants' racial meaning-making process was heavily laden with elements of the ethnicity paradigm of race, color-blind racist tropes, and Asian American racial tropes. The study results suggest that these participants' hold little in the way of racial identity consciousness, as Asian Americans, and that their heavy investment in ethnic identity works to support a color-blind racial frame. Furthermore, elements of color-blind racism and Asian American racial formation appear to interlock in unique ways to produce complicity with the logic of color-blind racism and support for key elements of White racial hegemony. Further research is needed on the effects of color-blind racism on the identity development of college students broadly, and on Asian American students specifically.

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Frazer, Edorah. „Unlearning Racism:“. ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/85.

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Racism damages all of us. It degrades the lives of some, it diminishes the integrity of others, and it saps our resources and threatens our peace as a nation. Racism in the United States takes place on multiple levels: within and between individuals, in our cultural milieu, and in our social institutions. In this dissertation, I describe ways in which I have both encountered and perpetrated racism personally and professionally as an educator. I then explore ways in which racism can be unlearned by individuals and dismantled institutionally, particularly in the arena of education, so that our nation can be liberated from this most crippling disease. As a European American woman raised in affluence, my story is about unearned privilege on several levels, and my research asks the question of what I can responsibly do about that. However, my upbringing and the ongoing influences of mainstream America ask very different questions about dominant status; namely, what can one do with it? And how can one get more? This tension between power and responsibility forms the context for an examination of privilege in this scholarly personal narrative about unlearning racism.

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Wheeler, Ivy G. „Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America“. University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1430765564.

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Shimek, Rhonda. „Racism, education and the American Indian student“. Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003shimekr.pdf.

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Machado, Lúcia Helena de Assis. „Professores negros, experiências de discriminação, de racismo e pedagogias anti-racistas“. Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/2569.

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The presente work has a objective the a analysis by the memory and telling of personal and professional experiences of discriminations and racism lived by eight black teachers, for through them to understand the position accepted by the same teachers up against the racial question, or in the school circle or out of it. It also analizes how the discriminatitory experiences contribute in bigger or smaller grade for these teachers build anti-racism strategies or educations with the object to finish with the racial discrimination and prejudice. The position of the teachers varied between a combative position of fight, silence, refuse, face in the personal circle till the build of strategies, even if in the individual fighter field of discrimination.
O presente trabalho tem como objetivo a análise, por meio da memória e narrativa das experiências pessoais e profissionais de discriminação e racismo vividos por sete professoras e um professor negro, para através delas entender o posicionamento assumido pelos mesmos diante da questão racial, seja no ambiente escolar ou fora dele. Analisa-se também de que maneira as experiências discriminatórias contribuem em maior ou menor grau para que esses professores construam estratégias ou pedagogias anti-racistas com o objetivo de acabar com a discriminação e o preconceito racial. O posicionamento das professoras e do professor oscilou entre uma postura combativa de luta, de silenciamento, de negação, de enfrentamento na esfera pessoal até a construção de estratégias, mesmo que no campo individual de combate a discriminação.

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Cabrera, Nolan L. „Invisible racism male, hegemonic whiteness in higher education /“. Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835828091&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Bedard, Gabriel. „Deconstructing whiteness, pedagogical implications for anti-racism education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ46174.pdf.

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SANTOS, J?lio C?sar Ara?jo dos. „Outra educa??o ? poss?vel? A lei 10.639/03 na forma??o docente dos Institutos de Educa??o da Baixada Fluminense“. Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1449.

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The sanction of Law 10,639 / 03 changed the LDBEN with the inclusion of Article 26 -A and the obligation by governments to implement the DCN Erer strengthened the questioning on the training of teachers in relation to the hegemonic discourse on ethnic-racial relations in the country and practices that contributed to the consolidation of our model of exclusion. Thus, the research was compiled from the numerous difficulties of / colleagues in the early years, when required / them deal with Brazilian racial reality and the implications of these issues to propose another possible education in my work as a professional in more than twenty years in basic education. These reflections have become responsible for structuring the survey of fulcrum in shaping that process of future professionals of the early years in education institutes in the Baixada Fluminense region, with cut in the cities of Duque de Caxias and Nova Igua?u territory where the processing social and racial tensions of exclusion that has shaped our historical links with the past. From this perspective, the survey is present the actions and procedures that hinder the participation and implementation of the respective laws in the training of future professionals of education in the early grades Institutes of Education. The difficulties filed by the responsible agency of the State of Rio de Janeiro to carry out the research institutions also help to observe the possible correlation between the questioning regarding the myth of racial democracy and the state of neglect of changes in LDBEN and DCN Erer and real possibility of changes in teaching practices. These difficulties raised in the investigations, reinforced the methodological organization of working documents that gave rise to these institutes, the literature review, interviews with teachers trained in these institutions and students in an attempt to reflect and understand, therefore, on the speeches and on possible pertinence regarding the practices and effects of the constant process of cultural negotiation, which end up causing the impressions of those who suffered from the emptying of their cultural references and consequently of their ethnic and cultural identity.
A san??o da Lei 10.639/03 alterou a LDBEN com inclus?o do artigo 26.-A e a obriga??o pelos governos em implementar as DCN ERER refor?ou a problematiza??o sobre a forma??o dos docentes em rela??o ao discurso hegem?nico sobre as rela??es ?tnico-raciais no pa?s e as pr?ticas que contribu?ram para a consolida??o o nosso modelo de exclus?o. Dessa forma, a pesquisa foi elaborada a partir das in?meras dificuldades das/os colegas dos anos iniciais, quando obrigadas/os a lidar com a realidade racial brasileira e as implica??es desses problemas em propor uma outra educa??o poss?vel em minha atua??o enquanto profissional em mais de vinte anos na educa??o b?sica. Essas reflex?es tornaram-se respons?veis por estruturar a pesquisa com fulcro na forma??o que se processa dos futuros profissionais dos anos iniciais nos Institutos de Educa??o na regi?o da Baixada Fluminense, com recorte nas cidades de Duque de Caxias e Nova Igua?u, territ?rio onde se processam as tens?es sociais e raciais da exclus?o que moldou as nossas liga??es hist?ricas com o passado. Dessa perspectiva, a pesquisa apresenta as a??es e os procedimentos que dificultam a participa??o e a implementa??o das respectivas Leis na forma??o dos futuros profissionais da educa??o das s?ries iniciais nos Institutos de Educa??o. As dificuldades interpostas pelo ?rg?o respons?vel do Estado do Rio de Janeiro para realiza??o da pesquisa nas institui??es tamb?m ajudam observar a poss?vel correla??o entre o questionamento em rela??o ao mito da democracia racial e a neglig?ncia do estado sobre as altera??es na LDBEN e as DCN ERER e a real possibilidade de mudan?as nas pr?ticas docentes. Essas dificuldades levantadas nas investiga??es, refor?aram na configura??o metodol?gica do trabalho os documentos que deram origem aos referidos Institutos, an?lise bibliogr?fica, entrevistas com os docentes formados nessas institui??es e discente na tentativa de refletir e compreender, por conseguinte, sobre os discursos e a sobre poss?veis pertin?ncias em rela??o as pr?ticas e aos efeitos dos processos constantes de negocia??o cultural, que acabam acarretando as impress?es de quem sofreu com o esvaziamento de seus referenciais culturais e, consequentemente, da sua identidade ?tnico-cultural.

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Williams, Nicole V. „Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565.

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Costa, Wellington Narde Navarro da. „Sociologia em “Mangas de camisa” : representação do negro brasileiro nos livros didáticos“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/168822.

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O presente trabalho busca investigar de que maneira os livros de Sociologia do Programa Nacional do Livro Didático (2015) abordam a temática étnico-racial no que concerne à população negra brasileira. Através do suporte estabelecido pelas políticas de ações afirmativas na área da Educação e da legislação em vigor – artigo 26-A da LDB – a pesquisa pretende verificar de que forma as Ciências Sociais têm elaborado estudos e compreensões referentes à questão racial na confecção do material didático destinado ao Ensino Médio. Nesse sentido, a pesquisa parte do respectivo problema: os livros didáticos limitam-se a apresentar o “lugar de negro” na literatura sociológica e na sociedade brasileira, ou permitem ir além e evidenciam o “negro como lugar” na Sociologia, sujeito político e integrante da nação brasileira? A posicionalidade do intelectual negro integra a produção de conhecimentos sociológicos, sobretudo no que se refere aos estudos das relações étnico-raciais? A partir de conceitos/categorias engendradas através do referencial teórico sustentado por autores negros da Sociologia – Guerreiro Ramos e Clóvis Moura –, constituímos o caminho metodológico da Análise Crítica do Discurso, pois permite investigar junto ao material empírico em que medida a “práxis negra” se apresenta como ferramenta pedagógica na produção de conhecimento sociológico destinada aos jovens e adultos do Ensino Médio. A concepção crítica de ideologia de John B. Thompson também nos inspira metodologicamente, pois auxilia-nos a verificar as relações de poder e dominação que podem aparecer nos livros didáticos, caracterizando ideologia como o “sentido a serviço do poder”, e propondo uma análise crítica para desmascarar esse sentido. No contexto/delimitação deste trabalho, trata-se de sentidos que possam reforçar e (re)produzir os padrões institucionalizados que subordinam historicamente a população negra brasileira, razão que nos levou a construir essa Análise Crítica do Discurso à luz de uma Sociologia da “práxis negra”.
The present work investigates how sociology textbooks from the "National Textbook Program" (2015) approaches racial-ethnic themes concerning the black Brazilian population. Through the support established by affirmative actions polices in areas of education and legislation in force - article 26-A of LDB - the research intends to verify in which way social sciences has elaborated studies and comprehensions about the racial issue in the making of textbooks for High Schools. Therefore, this work starts from the respective problem: textbooks are limited to presenting the "place of black" in sociological literature and in Brazilian society, or do they allow us to go beyond and highlight the "black as a place position" in Sociology, black population as political agent and member of the Brazilian nation? Does the positionality of the black intellectual integrate the production of sociological knowledge, especially concerning the study of ethnic-racial relations? From the concepts and categories generated through the theoretical framework supported by black authors of Sociology – such as Guerreiro Ramos and Clóvis Moura – we constitute the methodological path of Critical Discourse Analysis, since it allows investigating with the empirical material to what extent "black praxis" is present as a pedagogical tool in the production of sociological knowledge destined to young people and adults of brazilian High School. The critical conception of ideology of John B. Thompson also inspires us methodologically, as it helps us to verify the relations of power and domination that can appear in textbooks, characterizing ideology as the "sense in the service of power" and proposing a critical analysis to unmask this meaning. In the context and delimitation of this work, these are meanings that can reinforce and (re)produce the institutionalized patterns that historically subordinate the brazilian black population, which led us to construct this Critical Discourse Analysis in the light of a Sociology of “Black Praxis”.

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Bücher zum Thema "Racism in education"

Mehra, Harish. Racism in education. Peterborough: The Author, 2000.

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Tamara, Beauboeuf-Lafontant, und Augustine D. Smith, Hrsg. Facing racism in education. 2. Aufl. Cambridge, MA: Harvard Educational Review, 1996.

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1948-, Carrington Bruce, Hrsg. Education, racism, and reform. London: Routledge, 1990.

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Hidalgo, Nitza M., und Ceasar L. McDowell. Facing racism in education. Cambridge, MA: Harvard Educational Review, 1990.

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S, Gundara Jagdish, Jones Crispin und Kimberley Keith, Hrsg. Racism, diversity, and education. London: Hodder and Stoughton, 1986.

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Peters, Michael A., und Liz Jackson. Race and Racism in Education. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003346104.

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Ian, Law, Phillips, Deborah, 1952 Sept. 27-. und Turney Laura, Hrsg. Institutional racism in higher education. Stoke on Trent, UK: Trentham Books, 2004.

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Troyna, Barry. Racism and education: Research perspectives. Buckingham [England]: Open University Press, 1993.

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Troyna, Barry. Racism and education: Research perspectives. Toronto: OISE Press, 1993.

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Crozier, Gill. Racism and Education in Britain. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-18931-9.

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Buchteile zum Thema "Racism in education"

Kehily, Mary Jane, und Ian Grosvenor. „Racism and Anti-Racist Education“. In Teacher Information Pack 1: Behaviour, 241–52. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_26.

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Schnakenberg, Gary. „Learning Racism“. In EcoJustice Education, 160–95. Third Edition. | New York : Routledge, 2021. | Series: Sociocultural, political, and historical studies in education series |Second edition published 2015.: Routledge, 2020. http://dx.doi.org/10.4324/9780429020049-7.

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Weber, Jean-Jacques. „Language and Education“. In Language Racism, 78–93. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_7.

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Orelus, Pierre W. „Un-Schooling Racism is Anti-Racist Education“. In Unschooling Racism, 39–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53795-1_5.

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Akkari, Abdeljalil, und Myriam Radhouane. „Race, Racism and Anti-racism“. In Intercultural Approaches to Education, 31–41. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-70825-2_3.

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AbstractInter- and multicultural approaches in education activate concepts such as race, racism, ethnicity or discrimination. These concepts are often associated with historical events, which have given them added significance and make their appropriation more complicated. Added to which, they can have different meanings according to the social or cultural group employing them, and according to their geographical or even their historical setting. For all these reasons, it is necessary to learn how to interpret these concepts, to understand the issues connected with their use and to discuss the ways they can be employed in education.

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Cole, Mike. „Racism and education“. In Education, Equality and Human Rights, 83–108. 5. Aufl. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003177142-4.

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Fraser-Burgess, Sheron. „Racism and Education“. In Equality, Education, and Human Rights in the United States, 79–114. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003150671-4.

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Skovsmose, Ole. „Landscapes and Racism“. In Critical Mathematics Education, 15–31. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26242-5_2.

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Carpenter Emling, Diane. „Education“. In Institutional Racism and Restorative Justice, 52–69. 2. Aufl. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003468387-8.

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Mikander, Pia. „Racism in Finnish School Textbooks: Developments and Discussions“. In Finland’s Famous Education System, 289–302. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_18.

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AbstractWhile the Finnish education system has been celebrated for promoting equality, recent reports point to problems concerning racism within Finnish schools. Kristín Loftsdóttir suggests looking at racism from three angles: everyday racism, prior immobility, and structural racism. This chapter draws on this idea, showing how racism is present in Finnish school textbooks in history, social science and geography. Many textbooks seem to deviate from the curricular core values of equality by portraying the West as superior to the rest of the world. This is visible in different ways. While old racist or colonial words are removed from textbooks, the perspective may still only promote a Western worldview. Changes in textbooks might stay on a superficial level, rather than reaching the epistemological perspective. History textbook passages about colonial times might include images of racist caricatures to express the explicit racism of this era. Similar caricatures are being removed from consumer products, and we might ask whether they belong to history teaching, particularly if they do not encourage a discussion about continued racism. Using textbooks with racist content requires that teachers are aware of racism. The teacher needs to know how to lead critical reflection, while keeping the classroom safe from racist remarks. During a pandemic, when students are alone with textbooks, there is a particular concern about the democratic task of educating for anti-racism. This is especially important in a world largely influenced by a media discourse that makes certain racist opinions unremarked or seen as a matter of common sense.

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Konferenzberichte zum Thema "Racism in education"

Mizelle, Nathalie, James Maiden, Quintin Boston und Anthony Andrews. „Systematic Racism: Racial Disparities in Mental Health during COVID-19“. In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.10.

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Systemic racism exacerbates the adverse impacts of social determinants of health, causing health disparities for African Americans. The COVID-19 pandemic's effect on communities of color has provided more attention and respect to African Americans' need for mental health care. This conceptual article explores COVID-19 and systemic racism disproportionately affecting African Americans' mental health and psychological well-being. The article also provides recommendations for counselor educators and mental health professionals to combat the problem.

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Guillén, Héctor. „Systemic Racism in Education: A Chicano Perspective“. In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1890151.

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Guillén, Héctor. „Systemic Racism in Education: A Chicano Perspective“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890151.

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Karmila, Pipi, und Dasim Budimansyah. „Digital Racism: A New Form of Racism, A Threat to the Integrity of the Nation“. In Annual Civic Education Conference (ACEC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.054.

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Kugiya, Jase. „Pacific Islander Experiences of Racism in Higher Education“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692802.

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Perumal, Juliet, und Andrea Dawson. „Racial Dynamics at an Independent South African Educational Institution“. In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.

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Historically, education in South Africa has been beset by inequality. Over the last few decades, however, the landscape of South African government schooling has evolved considerably since its distinctive, racially-defined origins. This is largely due to reforms in the education sector, which played a key role in attempting to redress the injustices of the Apartheid system. Since its inception in 1929, the Independent Schools Association of Southern Africa (ISASA) has envisioned a value-based and quality education for all learners, irrespective of race, creed or culture. Thus, the media exposure in 2020, which revealed the prevalence of racist practices in approximately 26 prominent independent schools in South Africa was startling, as these discriminatory acts contradicted the vision of ISASA. One such school, which came into the spotlight was Excel College* (pseudonym), an independent school in Gauteng Province, South Africa. In response to the accusations, the school management launched an immediate investigation to address the allegations of racial discrimination against its students of colour. A whole-school Racial Intervention Programme (referred to as RDI – Respect, Diversity and Inclusivity) was designed and implemented early in 2021. This qualitative study, which comprised eight student leaders, sought to investigate how these student leaders experienced the intervention programme. The study sought to explore student leaders’ perceptions of the rationale behind the implementation of the Racial Intervention Programme (RIP), and of the racial climate in their school, and how they felt about the allegations of racism levelled against their school. The study further sought to investigate the extent to which student leaders felt their experience of the RIP had sensitised them to the need to promote racial inclusivity in their school. Data for the study were collected by conducting individual, online semi-structured interviews, using participants’ diaries, and holding a Focus Group session. The study drew on the tenets of the Critical Race Theory (De La Garza & Ono, 2016; Delgado & Stefançic, 2000; Dixon & Rousseau, 2006; Gillborn, 2015) and Paulo Freire’s conception of Critical Consciousness (1970). Proponents of the Critical Race Theory argue that race is neither a naturally nor biologically grounded feature of human beings; but rather, a socially constructed and culturally invented category that is used to oppress and exploit people of colour. Freire’s Critical Consciousness involves identifying contradictions in the experiences of others, through dialogue to contribute to change. The study confirmed that there were allegations of racism at the school, and that many of the students had been victims of – or had witnessed – an act of racial discrimination. Despite overwhelming support for RIP, the initiative was criticised for moving slowly, being teacher-centric and syllabus-driven; and that initially, it did not appreciate students’ contribution. However, during the seven weeks of the programme (which this study reports on), participants reported grasping the purpose of the programme – which was to encourage courageous conversations about inclusion, exclusion, racism and diversity.

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Owens, Chastity. „Examining Anti-Black Racism in School Social Work Education“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889947.

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Majumder, Milie. „Anti-Asian Racism and Well-Being in Higher Education“. In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2114758.

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Possoly da Silva Alves, Daianne, Franciele Therezinha Magno Calidoni, Mariana Sales de Oliveira, Thaís Araújo de Azevedo, Thalissa Bastos Batista, Rafaela Pinheiro de Almeida Neves und Edson Ribeiro de Andrade. „The psychosocial impacts of remote education on black youth: an intersectional debate on the COVID-19 pandemic, gender, race and class“. In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212452.

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The Covid-19 pandemic has moved scientists from different areas of knowledge worldwide to bring reflections on the impacts caused by it, whose scope goes beyond human health in its physical and psychological aspects and affects the economy, politics, social relations at work, the educational system, etc. Therefore, this project, promoted by the Laboratory for the Study of Stigmatization Processes (LEPE) in partnership with the Racism Studies Line (LER) of the Psychology Course of the Higher Education Institutes at CENSA -ISECENSA, aims to promote the debate on the psychosocial effects of remote education on black youth, through an intersectional analysis between Covid-19 pandemic, gender, race and class. The objective of this research is to understand the ways in which black youth was affected in the psychosocial dimension with the establishment of remote education in the public state network with the Covid-19 pandemic. This is an exploratory research, in which a bibliographic review will be carried out to support the researchers' views on the proposed theme, using books and scientific articles on social psychology, remote education in the Covid-19 pandemic, racism and intersectionality. Besides field research, using the semi-structured interview technique. We intend to conduct group interviews, through Google Meet, with black students graduating from Liceu de Humanidades de Campos high school and from other public schools.. We hope to foster the discussion on structural racism that affects the Brazilian society focusing on the psychosocial vulnerability of black youth in the face of remote education established by the Covid-19 pandemic, and, finally, to publish two scientific articles in “Revista Perspectivas Online” with the obtained results

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Rainey, Katherine, Melissa H. Dancy, Roslyn Mickelson, Elizabeth Stearns und Stephanie Moller. „STEM Majors’ Perceptions of Racism and Sexism in STEM“. In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.077.

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Berichte der Organisationen zum Thema "Racism in education"

Spencer, Joi, und Kerri Ullucci. A Resource Guide for Schools and Districts: Addressing Racism in the Education System. San Diego, CA: University of San Diego, August 2020. http://dx.doi.org/10.22371/05.2020.002.

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Harrington, James M., Stephanie Hawkins, Michelle Lang, Wanda Bodnar, Claudia Alberico, Leslimar Rios-Colon, Keith E. Levine et al. The Need for a Diverse Environmental Justice Workforce: Using Applied Research to Understand the Impacts of Harmful Environmental Exposures in Vulnerable and Underserved Communities. RTI Press, September 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0078.2209.

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Protecting all people from the harmful effects of environmental exposures relies on the coordinated efforts of scientific researchers, regulatory agencies, legislators, and the public. Environmental justice addresses the disproportionate impact that harmful environmental exposures have on individuals and communities who are minoritized and marginalized. It has long been known that environmental problems disproportionately impact these groups; however, addressing these problems has been impeded by structural racism and other biases. Developing effective interventions to eliminate these disparities requires a more diverse and inclusive modern workforce produced by a bottom-up approach beginning with education and professional development of the next generation of researchers. The most effective approaches to addressing inequities rely on active input from impacted populations to ensure cultural and social acceptance and adoption of interventions. Credibly pursuing these efforts in a sustainable, inclusive manner will require a concerted shift in workforce demography. One potential strategy to address these workforce disparities features academic-industry partnerships with targeted professional development programs aimed at minoritized and underserved populations.

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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley und Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, Oktober 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.

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Cutler, Kelly. Making Race Matter: Interrupting Racial Color-blindness in Education Through the Implementation of Anti-racist Curriculum. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7368.

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Vo, Thao, Susan Lyons, Felice Levine, Nathan Bell und Ye Tong. State of the Field: Gender and Racial Equity in Educational Measurement. American Educational Research Association, April 2024. http://dx.doi.org/10.3102/aera20241.

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This report is the result of a collaborative initiative of the American Educational Research Association (AERA), the National Council on Measurement in Education (NCME), and Women in Measurement (WIM) aimed at understanding the current state of gender and racial equity within the educational measurement field. Based on a survey of professionals’ experiences and perceptions, the study documents disparities across racial and gender groups and offers recommendations for creating a more diverse, equitable, and inclusive profession.

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Hinrichs, Peter. An Empirical Analysis of Racial Segregation in Higher Education. Cambridge, MA: National Bureau of Economic Research, Dezember 2015. http://dx.doi.org/10.3386/w21831.

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Elder, Todd, David Figlio, Scott Imberman und Claudia Persico. School Segregation and Racial Gaps in Special Education Identification. Cambridge, MA: National Bureau of Economic Research, Mai 2019. http://dx.doi.org/10.3386/w25829.

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Temkin Cahill, Deborah, Kristen Harper und Cassidy Guros. Healthy Schools Can Mitigate Ongoing Racial Inequities in Education. Child Trends, Inc., Juni 2023. http://dx.doi.org/10.56417/7057e2354w.

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Arias, Omar, Gustavo Yamada und Luis Tejerina. Education, Family Background and Racial Earnings Inequality in Brazil. Inter-American Development Bank, September 2002. http://dx.doi.org/10.18235/0012219.

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This study combines survey data with annual state data on pupil-teacher ratios covering broadly the period 1940-90 to investigate the role of race, family background and education (both the quantity and quality) in explaining earnings inequality between whites and the African descendent population (pretos and pardos) in Brazil. The authors estimate quantile Mincer earnings equations to go beyond the usual racial average earnings gaps decompositions. The main findings indicate that differences in human capital, including parental education and education quality, and in its returns, account for most but not all of the earnings gap between the African descendent population and whites. There is evidence of potential greater pay discrimination at the higher salary jobs at any given skill level. The authors also find that returns to education vary significantly across workers. The results suggest that while equalizing access to quality education, including improved early learning environments, is key to reduce inter-racial earnings inequality in Brazil, specific policies are also needed to facilitate non-whites equal access to good quality jobs.

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Plasencia, Sara, und Hanna Melnick. Strategies to Foster Integration in Early Childhood Education. Learning Policy Institute, Februar 2024. http://dx.doi.org/10.54300/639.507.

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Emerging evidence indicates that the benefit of school- and classroom-level diversity in early childhood education may be as significant as in K–12. This report explores five policy strategies that foster socioeconomic, racial, and ethnic integration in early learning and five city or district examples of implementation.

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