Thèses : « Racism in schools »

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Gaine, Christopher Charles. « Working against racism in largely white areas : sites, themes and outcomes ». Thesis, King's College London (University of London), 1996. https://kclpure.kcl.ac.uk/portal/en/theses/working-against-racism-in-largely-white-areas--sites-themes-and-outcomes(f334d061-e4f0-4690-ad19-444648daa997).html.

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Feitosa, Caroline Felipe Jango 1985. « Aqui tem racismo ! : um estudo das representações sociais e das identidades das crianças negras ». [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250918.

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Orientador: Ângela Fátima Soligo
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-20T20:17:42Z (GMT). No. of bitstreams: 1 Feitosa_CarolineFelipeJango_M.pdf: 11680926 bytes, checksum: 9e86ab199c161045ce738f5d92bdafd9 (MD5) Previous issue date: 2012
Resumo: O objetivo deste estudo foi investigar as representações sociais que a criança negra tem acerca da escola, bem como compreender a construção de sua identidade e sua integração no espaço escolar. Participaram da pesquisa 58 estudantes dos três últimos anos do Ensino Fundamental I, de escolas municipais localizadas na Região Metropolitana de Campinas, sendo que 31 meninos e 27 meninas, de 7 a 13 anos de idade, todos pertencentes ao segmento racial negro. O instrumento utilizado foi uma ficha de pesquisa desenvolvida pela autora, composta por cinco etapas reciprocamente complementares. Na primeira etapa os questionamentos foram voltados para a representação de si, do professor e da localização das crianças na sala de aula. A segunda etapa abarcou a percepção e integração das crianças no espaço extra sala de aula e suas expectativas acerca da escola. Na terceira etapa questionamos as crianças sobre quais elementos eram bons e quais eram ruins na escola, já na quarta etapa questionamos as mesmas sobre as situações boas e ruins que elas vivenciaram neste espaço. E, por fim, na quinta etapa as crianças foram questionadas acerca de sua cor e sobre sua autoimagem. As entrevistas foram feitas individualmente e pela pesquisadora. O estudo aponta relações assimétricas de raça dentro da sala de aula, ou seja, a organização do espaço escolar, orientada pelo preconceito racial, contribui para a estigmatização e exclusão da criança negra na escola. Percebemos que os professores e gestores escolares apresentam posturas negligentes e muitas vezes racistas ao abordar a temática racial no interior da escola. As crianças negras vivenciam um espaço que as discrimina e são constantemente humilhadas por apelidos depreciativos de sua condição racial. Ademais, a pesquisa demonstra que as crianças negras tendem, em sua maioria, a negar sua condição racial e a se aproximar dos padrões brancos mais aceitos socialmente, influenciando negativamente sua identidade, uma vez que buscam modelos impostos socialmente que jamais serão alcançados. A escola e os profissionais da educação têm respeitado muito pouco ou nada a valorização da diferença e a promoção da igualdade racial na escola, porém as crianças ainda têm uma representação positiva dos elementos escolares de um modo geral e da professora em especial, mesmo reconhecendo os pontos negativos dos mesmos.
Abstract: The objective of this study was to investigate the social representations that black children have about the school, as well as understanding the construction of their identity and their integration within the school. The participants were 58 students in the last three years of elementary school, in public schools located in the Metropolitan Region of Campinas, with 31 boys and 27 girls, 7-13 years of age, all belonging to the segment black race. The instrument used was a form of research developed by the author, consists of five steps mutually complementary. In the first stage, the questions were focused on the representation of themselves and the teacher and the location of children in the classroom. The second phase encompassed the perception and integration of children in outer space classroom and their expectations about the school. In the third stage questioned the children about what elements were good and which were bad in school, since the fourth stage the same question about the good and bad situations that they experienced in this space. And finally, the fifth stage the children were questioned about their color and on their self-image.The interviews were conducted individually by the researcher. The study showed asymmetrical relations of race in the classroom, the organization of the school, guided by racial prejudice, contributes to the stigmatization and exclusion of black children in school. We realize that teachers and school managers have postures and often negligent in addressing the racist racial issue within the school. Black children experience a place that discriminates and are constantly humiliated by his nicknames derogatory racial condition. Moreover, research shows that black children tend mostly to deny their racial condition and approaching whites socially accepted standards, negatively influencing their identity, since taxes are seeking social models that will never be achieved. The school and education professionals have observed little or no appreciation of difference and promoting racial equality in school, but children still have a positive representation of the elements of a general school and the teacher in particular, while acknowledging the points negative thereof.
Mestrado
Psicologia Educacional
Mestre em Educação

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Moy, Lisa. « Anti-racism and multiculturalism in secondary schools, listening to student activists and leaders ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29854.pdf.

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Moy, Lisa. « Anti-racism and multiculturalism in secondary schools : listening to student activists and leaders ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27479.

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Much debate on the conceptualization and implementation of anti-racist (AR) and multicultural (MC) education exists both in the literature and in practice. But often overlooked is the influence that students have in generating these initiatives against racism. This qualitative research draws on the experiences of ten student activists and leaders, and explores student-involved AR and MC programs in Vancouver, Montreal, and Toronto. Specifically, the roots of student involvement, their views of AR and MC, the factors which limit action within schools, and the sources of hope and discouragement will be documented. It is argued that school ethos, a hierarchy of student activities, bureaucracy, and power relations between adults and students all act to marginalize and affect the outcome of student programs which challenge racism. Genuine collaboration, and the influence and necessity of adult allies, are emphasized.

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Wood, Craig A. « The Crystallizing Teacher : A Performative and Critical Autoethnography of Conscientization Revealing Whiteness in Australian Schools ». Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405201.

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I am compelled to write this thesis, called by a professional and moral obligation. This thesis is an act of love bearing witness to dominance in Australian schools where dominance is embedded and normalised in epistemologies of racism and neoliberalism. This thesis emerges from my doctoral study which began with noticing two critical incidents in my teaching career. Working autoethnographically, both critical incidents expose whiteness in my own experiences in Australian schools and neoliberalism’s stifling impact on my agency as a progressive teacher. This thesis reports on research that is underpinned by Paulo Freire’s conscientization and is performative and critical autoethnographic research. Through conscientization I recognise my integrated duality of teacher-as-researcher; I am object and subject. As teacher I submit myself to questioning, as researcher I notice and take cognizance of things, and as both teacher and researcher I intervene in praxis. I apply conscientization and aim to decolonise praxis in the field of education, enliven radical hope, and engage in acts of self, other and world transformation. Whiteness is revealed as I ask questions about my personal identity, my identity formation, and the impact of my identity on my praxis. Working outward from my praxis, I ask questions about school education in Australia that make visible the forces of dominant whiteness and neoliberalism on school pedagogy, curriculum, initial teacher education and teacher professional development. This thesis identifies an array of models of reflective practice in the field of education and I categorise these models as technical reflection, practical reflection, or critical reflection. I suggest teacher employers prefer technical models of reflection which align with purpose and procedures of neoliberalism and which typically strip both teacher voice and contextual details from data sets. Such models of reflective practice stifle the qualities of the progressive teacher that Freire lists as, inter alia, courage, humility, tolerance, and engaging in performances of armed love. I suggest technical models of reflective practice would have failed to bear witness to dominance in Australian schools, and that my doctoral research required the development of a model of critical reflective practice. This thesis reports on the model of critical reflective practice I developed which is underpinned by the purpose and methods of Freire’s conscientization, Tricia Kress’ critical praxis research, and Gillie Bolton’s through-the-mirror-writing. My application of five stages of through-the-mirror-writing generates mystories in a process involving emic and etic work. Throughout my study I was emic as I submitted myself to questioning and worked with insider knowledge of my experiences to develop performative representations of these experiences. I was etic as I returned to the performative representations, further questioning, and analysing them to develop critical understandings of dominance and resistance in schools. I performatively represent my experiences in Australian schools through mystories. The mystories crystallize deep and complex understandings of dominance and resistance. These understandings function like dendritic crystals, branching from the two critical incidents that I noticed in my teaching career and, like the process of conscientization, will contribute to a lifelong odyssey of learning. Taken singularly or as a series of texts, each mystory of dendritic crystal constructs knowledge in a non-linear, iterative, and improvisational process by rubbing against/with/through each other. This process attracts and repels, yields, and resists knowledge claims through performative representations of multiple texts written in multiple genres.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Silverberg, Carol. « IQ testing and tracking : the history of scientific racism in the American public schools : 1890-1924 / ». abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3311920.

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Thesis (Ph. D.)--University of Nevada, Reno, 2008.
"May 2008." Includes bibliographical references (leaves 105-120). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

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Juutilainen, S. A. (Sandra Alexis). « Structural racism and Indigenous health:a critical reflection of Canada and Finland ». Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526215525.

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Abstract The purpose of the study was to broaden understanding of structural racism by examining the relationships between Indigenous peoples and nation-states in the context of education and how this affects Indigenous lives. This thesis delves into understanding both the theoretical and methodological contributions that more critical analyses can have on: the role of de-colonial approaches to Indigenous health research methodologies so that the most urgent health inequities are addressed through more rigorous and Indigenous specific research processes; and to improve our understanding of the complex interactions that historical and contemporary legacies of residential schools and boarding schools have on the health and well-being of Indigenous populations in Canada and Finland. The research design was a qualitative multiple case study informed by a public health critical race praxis. The study was completed in two phases; consisting of a literature study using content analysis of Indigenous research ethics protocols and policies, in Canada and the Nordic countries; and, three case studies developed from open ended questions from structured interview research comparing discriminatory experiences and its impact on self-perceived health with participants from Six Nations of the Grand River, Canada (n = 25) and the Sámi in Inari, Finland (n = 20); and their family members. The case studies were analyzed using both Western and Indigenous methodologies. Results of Phase one shows how Indigenous resistance to colonial structures within academia in Canada and Finland has resulted in dialogical processes to create an ethical space for working between the differing worldviews of academia and Indigenous communities with the aim to produce ethically valid knowledge. Phase two results shows that regardless of contextual differences of the experiences in Canada and Finland, the main parallel outcomes are similar, i.e. the teachings of shame received in these educational environments. This produces both vulnerabilities and resiliencies and the negative effects of shame require an ongoing healing journey for both individuals and their families and communities at large. Conclusion: For a more in depth understanding of structural racism and its influence on Indigenous health, investigations require methodological choices by both Western and Indigenous methodologies
Tiivistelmä Tutkimuksen päämääränä on tuottaa tietoa rakenteellisesta syrjinnästä. Tämä tapahtuu tutkimalla alkuperäiskansojen ja kansallisvaltioiden välisiä suhteita koulujärjestelmissä sekä sitä, miten rakenteellinen syrjintä vaikuttaa alkuperäiskansojen jäsenten elämään. Tutkimuksen kriittinen analyysi tuottaa dekoloniaalisia lähestymistapoja terveystutkimuksen menetelmiin, jolloin tärkeimmät terveyserot paljastuvat alkuperäiskansalähtöisten tutkimusprosessien kautta. Tutkimus pyrkii lisäämään ymmärrystä siitä, millaisia väliaikaisia sekä nykypäivään asti ulottuvia vaikutuksia sisäoppilaitoksilla ja kouluasuntoloilla on ollut Kanadan ja Suomen alkuperäiskansojen jäsenten terveyteen ja hyvinvointiin. Väitöskirjan tutkimusasetelma on laadullinen monitapaustutkimus, jossa sovelletaan Critical Health Praxis (PHCR) -menetelmän viitekehystä. Tutkimuksen ensimmäisessä osassa vertaillaan laadullisen sisällönanalyysin avulla Kanadan ja Pohjoismaiden alkuperäiskansojen tutkimuseettisiä käytäntöjä ja menettelytapoja. Toisessa osassa on kolme tapaustutkimusta, jotka perustuvat strukturoidun kyselytutkimuksen avovastausten syrjintäkokemuksiin ja niiden vaikutuksiin itsekoettuun terveyteen Kanadan ensimmäisten kansojen jäsenillä (Six Nations of the Grand River, n = 25) sekä Suomen saamelaisilla (Inarin kunta, n = 20). Tapaustutkimuksissa sovelletaan alkuperäiskansalähtöisiä ja länsimaisia tutkimusmenetelmiä. Tulokset osoittavat, että alkuperäiskansojen vastustus kolonialistisia akateemisia rakenteita kohtaan Suomessa ja Kanadassa on synnyttänyt dialogisia prosesseja, joiden avulla voidaan luoda eettistä tilaa tiede- ja alkuperäiskansayhteisöjen maailmankuvien yhteensovittamiseksi ja eettisesti hyväksyttävän tiedon tuottamiseksi. Toisen vaiheen tulokset osoittavat, että vaikka Kanadan sisäoppilaitosten ja Suomen kouluasuntoloiden yhteiskunnalliset lähtökohdat ja käytännön toteutustavat eroavat toisistaan, lopputulos on samansuuntainen: kouluympäristön aiheuttama häpeä, joka tuottaa sekä haavoittuvuutta että resilienssiä. Kielteisten kokemusten työstäminen vaatii pitkää, parantavaa prosessia, joka koskee niin yksilöitä, perheitä kuin yhteisöjäkin. Johtopäätöksenä todetaan, että tarvitaan sekä länsimaisia että alkuperäiskansalähtöisiä tutkimusmenetelmiä, jos halutaan ymmärtää syvällisesti rakenteellista syrjintää ja sen vaikutuksia alkuperäiskansojen terveyteen ja hyvinvointiin

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Dirickson, Perry. « School Spirit or School Hate : The Confederate Battle Flag, Texas High Schools, and Memory, 1953-2002 ». Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5467/.

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The debate over the display of the Confederate battle flag in public places throughout the South focus on the flag's display by state governments such South Carolina and Mississippi. The state of Texas is rarely placed in this debate, and neither has the debate adequately explore the role of high schools' use of Confederate symbols. Schools represent the community and serve as a symbol of its values. A school represented by Confederate symbols can communicate a message of intolerance to a rival community or opposing school during sports contests. Within the community, conflict arose when an opposition group to the symbols formed and asked for the symbols' removal in favor of symbols that were seen more acceptable by outside observers. Many times, an outside party needed to step in to resolve the conflict. In Texas, the conflict between those in favor and those oppose centered on the Confederate battle flag, and the memory each side associated with the flag. Anglos saw the flag as their school spirit. African Americans saw hatred.

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Thomas, Francine Simms. « Experiences of Black Women who Persist to Graduation at Predominantly White Schools of Nursing ». ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1026.

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This study was designed to explore the experiences of Black women who attended predominantly White nursing schools. A phenomenological design was used to investigate eight nurses who persisted through to graduation from their nursing programs in the 21st century. The study examined persistence through the lens of academic involvement, alienation, loneliness and isolation, culture, identity and fit, self-concept, and institutional climate and racism. In-depth interviews were conducted to answer the following questions: (1) What does it mean to be Black in a PWI? What are Black nurses' perceptions of the nursing school experience, (2) How did the Black culture fit in with the nursing education culture, (3) What factors influenced your persistence to completion of the program? van Manen's qualitative methods were used for data analysis. Interviews were recorded and transcribed and analyzed exegetically (test is organized around the literature review using the concepts that have already been identified) and thematically. The six themes that emerged were (1) Dealing with stress and nobody cares, (2) Indifference and the need for recognition, (3) Do they even know I am here, (4) Invisibility vs. Visibility, (5) Differentness, unfairness, and condescension, (6) Yes, I am Black and a Woman and I am moving on. The purpose of this study was to explore the lived experiences of Black nurses who graduated from predominantly White nursing schools by using stories told by those nurses. This study sought to add to the dearth of literature available on Black's experiences in PWIs which would increase awareness and understanding of Black nurses' experiences. Educators and nursing schools can then prepare programs to recruit and retain students of color.

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Thackwell, Nicola Donna. « “We waited for our turn, which sometimes never came” : registrars negotiating systemic racism in Western Cape medical schools ». Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86641.

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Thesis(MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT; In order for the transformation objectives of racial and gender diversity to be adequately reflected in the South African medical profession, it is crucial to understand how Black medical registrars experience the training environment. This qualitative study presents the experience of ten Black African medical specialists who completed their registrar training in the Western Cape in the past five years. Using both thematic and discourse analysis the study aimed to identify and describe the interpersonal, structural and institutional factors that may impede or promote Black advancement during registrar training. Participant experiences where contextualised in relation to discourses around the medical profession as a site of cultural reproduction that has been historically constructed as the exclusive domain of the White male. The analysis unearths experiences of systemic racism where the organisational culture of training institutions is experienced as alienating and unwelcoming to Black professionals. The findings raise the need for a more thorough evaluation of how transformations efforts are being received in specialist medical education. Key Words: Black doctors, Transformation in Higher Education, Systemic Racism, Medical training
AFRIKAANSE OPSOMMING: Met die oog op die realisering van die transformasiedoelwitte rakende ras- en geslagsdiversiteit in die Suid-Afrikaanse mediese professie, is dit deurslaggewend om te verstaan hoe Swart mediese spesialis studente die opleidingsomgewing ervaar. Hierdie kwalitatiewe studie gee die ervaring weer van tien Swart Suid-Afrikaanse mediese spesialiste wat die afgelope vyf jaar hulle opleiding in die Wes-Kaap voltooi het. Deur gebruik te maak van beide tematiese- en diskoersanalise, poog die studie daarin om die interpersoonlike, strukturele en institusionele faktore wat Swart bevordering tydens professionele opleiding kan belemmer of bevorder, te identifiseer en te beskryf. Deelnemers se ervarings is gekontekstualiseer in verhouding tot die diskoerse rondom die mediese professie as terrein van kulturele voortsetting van wat histories as eksklusiewe domein van Wit mans gegeld het. Die studie ontbloot ervaringe van sistemiese rassisme, waarin Swart professionele beroepspersone vervreem en onwelkom voel in die organisasiekultuur van opleidingsinstansies.Die bevindinge beklemtoon die behoefte aan ‘n meer diepgaande evaluasie van hoe transformasie-pogings ontvang word in mediese spesialis opleiding. Sleutelwoorde: Swart dokters, transformasie in tersiêre opleiding, sistemiese rassisme, mediese opleiding

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Gibson, Sierra M. « Increasing the High School Graduation Rate of Native American Students in Public Schools ». Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1045.

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Native American students obtain the lowest on-time high school graduation rate among all races and ethnicities in the United States. Through an analysis of previously published literature and seven interviews conducted by the author, this paper sets out to identify the key barriers Native students face when working toward their high school diploma. This paper will argue that, together, a history of abusive educational tactics and an institutionally racist policies and practices adopted by the U.S. Department of Education have made it challenging for Native students to complete high school on time.

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Foster, Eugenia da Luz Silva. « Racismo e Movimentos Instituintes na Escola ». Universidade Federal Fluminense, 2004. http://www.bdtd.ndc.uff.br/tde_busca/arquivo.php?codArquivo=246.

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Conselho Nacional de Desenvolvimento Cientifico e Tecnológico
Apesar da eloqüência dos discursos proclamados tanto na sociedade, como na escola, afirmando a democracia, a luta contra as desigualdades e o respeito às diferenças, somos confrontados com uma realidade de reprodução do racismo, cotidianamente. Constatando essa realidade, entendemos que o racismo se alimenta de múltiplas dimensões. Dentre tantas, ressaltamos nesta tese as mais sutis, que se alojam nos afetos, nas emoções, no imaginário político, cultural constituindo e expressando-se nas práticas sociais e com pequena visibilidade e interesse de pesquisa a ampliar sua compreensão e intervenção. Neste habitat, os racismos constroem formas de “esconderijos” em que são pouco admitidos e, por isso, menos enfrentados. Portanto, na contramão desse abismo entre uma retórica de pretensões multiculturais e as práticas excludentes e racistas, buscamos nos aproximar dessas fontes pouco exploradas que reconhecemos como sutilezas que se tornam legíveis quando o cotidiano é estremecido em sua familiaridade, deixando-se captar em atitudes, comportamentos, gestos e linguagens preconceituosas e estigmatizadoras à revelia do discurso “politicamente correto.” Partimos do pressuposto de que, apesar de todo um avanço nas questões legais, o racismo se reproduz e se metamorfoseia muito além das esferas argumentativas e lógicas, impregnando-se nos valores e nos significados que atribuímos às características do outro, associadas a signos de inferioridade e de desigualdade. São estas emoções sobre o outro que precisam ser transformadas com a superação da racionalidade hegemônica contemporânea que orienta a organização social e política, bem como o trabalho escolar. São essas outras dimensões que, como enfatizamos são pouco valorizadas, que nos permitem verificar as iniciativas que, sutilmente ou não, ainda que não reconhecidas na sua potência para a libertação, se endereçam à ultrapassagem do racismo: as experiências instituintes. Nessa direção, nosso objetivo foi apreender o racismo que ainda se mantém na escola nas memórias dos (as) professores (as) e nas narrações que as organizam, tentando identificar algumas das matrizes teóricas e simbólicas que constituem os afetos e as emoções que perpassam as relações entre os sujeitos na escola, mas, sobretudo, as práticas mais amorosas e de respeito à diferença que estão presentes na história, desde tempos imemoriais e que podem operar importantes deslocamentos na maneira de tratar o outro e, no caso aqui estudado, os negros. Assim, procuramos identificar as formas através das quais as memórias dos negros vêm sendo ressignificadas, no sentido da construção de uma positividade do ser negro, rompendo, assim, com essa cultura do esquecimento e de guerra. No tratamento do tema, arriscamo-nos numa metodologia transdiciplinar, interligando política, sociologia, antropologia e filosofia da educação com literatura, cultura popular e para priorizarmos um recorte regional, que localizou o foco da tese na região amazônica, abrindo-o às comparações com algumas dimensões da realidade portuguesa e caboverdiana, por conta dos laços históricos que nos unem. A idéia foi confrontar as experiências instituintes de escolas brasileiras com as das escolas portuguesas, buscando mostrar como os movimentos instituintes vão lutando, ainda que não sem ambivalências e contradições no desenvolvimento de uma outra cultura escolar, marcada pela includência e pelo respeito ao outro.
Despite the eloquence of the speeches proclaimed by the society as well as in schools, confirming the democracy, the fight against the disparities and the respect for the differences, we are confronted everyday with a reality of reproduction of the racism. Testifying this reality, we understand that the racism is sustained by multiple dimensions. Among many, we point out in this thesis the more subtle ones, that are installed in the friendship, in the emotions, the political imaginary, cultural, constituting and expressing itself into the social practices and with little visibility and interest for research to amplify its comprehension and intervention. In this habitat the racism built a kind of “hiding places” where they are barely admitted and due to that, less confronted. Therefore in the wrong direction of this abyss between the rhetoric of multiculture pretensions and the racists exclusive practices, we try to approach those less explored sources, that we recognize as subtiles and which become more legible when our every day routine is shaken in its familiarity allowing it be captured in attitudes, behaving, gestures and speeches full of preconceit and stigma in absence of the “politically correct” speech. Starting from the assumption that, despite the evolution of legal matters, the racism reproduces itself and change beyond the logical and argumentative range, permeating the values and the meanings that we attribute to the others characteristics, associated with signals of inferiority and disparity. Those emotions about the other that need to be transformed with the defeating of the contemporanian hegemonious rationality that guide the social and political organization, as well as the school work. Those other dimensions that, as we emphasize, are less valued, that allow us to verify the activities that subtle or not, that even not recognized in his power for liberation, are directed to the surpassing of the racism: the alternative experiences. In this direction, our goal was capture the racism that is still in the school in the teachersmind and in the narratives that organize it, trying to identify some of theoretical and symbolic matrix that constitutes the affections and emotions that pass by the relations between the person in school, but mainly in the affectionate practices and of respect for the differences that are present in the history since immemorial times and that can make important changes in the way we treaty the other, and in this particular case, black people. In this way we try to identify the forms through which the memory of black people are getting a new significance, in a sense of construction of the positiveness of being black, making a rupture with this culture of forgetfulness and war. Discussing this theme, we risk in a transdisciplinal methodology, interlacing politics, sociology, anthropology and philosophy of education with literature, popular culture and to give priority to a regional cut, that brought the focus of this thesis in the Amazon region, widening it to comparisons with some dimensions of the Portuguese and Cape Verdean reality, taking into account the historical bounds we have with these cultures. The idea was to compare the alternative experiences of the Brazilian schools with the Portuguese schools, trying to point out how the alternative movements are fighting, even though not without ambivalences and contradictions in the development of another culture in school, marked by the inclusiveness and the respect for the others.

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Pedro, Alice Magdalene. « Guidelines for the training of teachers to promote constitutional values in schools / A.M. Pedro ». Thesis, North-West University, 2009. http://hdl.handle.net/10394/3673.

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This study provides guidelines for teacher training to promote the constitutional values in schools. The purpose is not to question the constitutional values or develop a new set of values. For a meaningful analysis within the limitations of a Master's dissertation, the study focuses on the General Education and Training Band (Grades Reception to Nine). Compared to foreign countries, open debate regarding values in education is relatively new in South Africa. Values are usually abstract but sometimes also physical entities to which human beings attach worth. They are common in individuals or groups through physical exposure and genetic make-up. Teaching inevitably instils values in learners. Schools often adopt a values system, which should not be imposed upon any individual learner. Values, and in particular moral values, should be taught in schools because they influence attitudes, priorities, principles, norms, standards, morals and ethics, which in turn influence decision-making, learner performance and behaviour, which affect the future of learners. In the Manifesto on values, education and democracy, the National Department of Education promotes ten constitutional values - democracy, social justice and equity, equality, non-racism and non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), the rule of law, respect and reconciliation - for teaching in South African schools. The ten constitutional values are not imposed but are intended to help learners develop into good citizens in line with the Constitution of the Republic of South Africa (1996). The ten constitutional values should not be the only values taught in schools, as there are many other values that form an inherent part of education. At South African universities, values are included in teacher-training programmes in different forms and to varying degrees. The Higher Education HIV/Aids Programme, Revised National Curriculum Statement training, Advanced Certificate in Education and the normal curricula for pre-service teacher training are implemented at the different universities investigated. The ten constitutional and other values are integrated into all the learning areas of the Revised National Curriculum Statement. They should also therefore be integrated into teacher-training programmes. Programmes narrowly focused on the ten constitutional values should not be discouraged, as they strengthen the teaching of values in general. Values should be contextualised and purposefully infused in all teacher-training curricula. The dissertation concludes with the guidelines for the training of teachers to promote the ten constitutional values. The guidelines consider the sixteen strategies for the teaching of the ten constitutional values as outlined in the Manifesto on values, education and democracy. communication, role-modelling, literacy, human rights, arts and culture, history, religion, multilingualism, school sport, equality, anti-racism, anti-sexism, HIV/Aids, school safety, the environment and respect for diversity. The purpose of these guidelines is to guide teachers regarding which values to teach; they are thus not intended to be prescriptions on how to teach them.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

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Thomas, Emel. « 'What is racism in the new EU anyway?' : examining and comparing the perceptions of British 'minority ethnic' and Eastern European 'immigrant' youth in Buckinghamshire ». Thesis, University of Cambridge, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608042.

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Throughout the last twenty years, following accession to the European Union (EU), legal economic migrants (and their families) have the right to live and work in European member states. Economic migrants who are European citizens of member states now assume immigrant status and co-exist in countries with pre-existing immigrant communities that have affiliations to the former British Empire. With demographic composition changes of immigrant communities in Europe, difference and discrimination of populations from diverse cultural backgrounds has become a focal issue for European societies. A new, multi-ethnic Europe has thus emerged as one context for understanding cultural uncertainties associated with youth and migration at the end of the twentieth century and the start of the twenty first century. These uncertainties are often associated with the impact of new nationalisms and xenophobic anxieties which impact mobility, young people, and their families (Ahmed, 2008; Blunt, 2005). In this dissertation I seek to examine young peoples’ experiences of migration and school exclusion as they pertain to particular groups of immigrant and minority ethnic groups in England. In particular, the study explores the perceptions and experiences of two groups of diverse young people: British ‘minority ethnic’ and more recently migrated Eastern European ‘immigrant’ youth between the ages of 12-16. It provides some account of the ways in which migrant youth’s experiences with both potential inclusion and exclusion within the English educational system, particularly in relation to the comparative and temporal dimensions of migration. Young people’s opinions of inclusion and exclusion within the English educational system are explored in particular, drawing, in part, upon the framework of Critical Race Theory (CRT) and other theoretical positions on ethnicity and migration in order to paint a picture of contemporary race relations and migration in Buckinghamshire county schools. The methodological approach is ethnographic and was carried out using qualitative ethnographic methods in two case secondary schools. The experiences and perceptions of 30 young people were examined for this research. Altogether, 11 student participants had Eastern European immigrant backgrounds and 19 had British minority ethnic backgrounds (e.g. Afro Caribbean heritage, Pakistani/South Asia heritage, and African heritage). The methods used to elicit data included focus groups, field observations, diaries, photo elicitation, and semi-structured interviews. Pseudonyms are used throughout to ensure the anonymity of participants and to consider the sensitivity of the socio-cultural context showcased in this dissertation. Findings of the study revealed that Eastern European immigrants and British minority ethnic young people express diverse experiences of inclusion and exclusion in their schooling and local communities, as well as different patterns of racism and desires to be connected to the nation. The denial of racism and the acceptance of British norms were dominant strategies for seeking approval amongst peers in the Eastern European context. Many of the Eastern European immigrant young people offered stories of hardship, boredom and insecurity when reflecting on their memories of post-communist migration. In contrast, British minority ethnic young people identified culture shock and idealised diasporic family tales when reflecting on their memories of their families’ experiences of post-colonial migration. In the schooling environment both Eastern European immigrants and British minority ethnic young people experienced exclusion through the use of racist humour. Moreover, language and accents formed the basis for racial bullying towards Eastern European immigrant young people. While Eastern European immigrant youths wanted to forget their EU past, British minority ethnic young people experienced racial bullying with respect to being a visible minority, as well as in relation to the cultural inheritance of language and accents. The main findings of the research are that British minority ethnic young people and Eastern European immigrant young people conceptualise race and race relations in English schools in terms of their historical experiences of migration and in relation to their need to belong and to be recognised, primarily as English, which is arguably something that seems to reflect a stronghold of nationalist ideals in many EU countries as well as the United Kingdom (UK). Both of these contemporary groups of young people attempted both, paradoxically, to deny and accept what seems to them as the natural consequences of racism: that is racism as a national norm. The findings of this study ultimately point towards the conflicts between the politics of borderland mentalities emerging in the EU and the ways in which any given country addresses the idea of the legitimate citizen and the ‘immigrant’ as deeply inherited and often sedimented nationalist norms which remain, in many cases, as traces of earlier notions of empire (W. Brown, 2010; Maylor, 2010; A. Pilkington, 2003; H. Pilkington, Omel'chenko, & Garifzianova, 2010).

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Bonilha, Tamyris Proença 1987. « O "não-lugar" do sujeito negro na educação brasileira ». [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250937.

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Orientador: Ângela Fátima Soligo
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-20T19:53:37Z (GMT). No. of bitstreams: 1 Bonilha_TamyrisProenca_M.pdf: 2013109 bytes, checksum: 51dcb380bb69f8955ce10e0f2bb40700 (MD5) Previous issue date: 2012
Resumo: Este estudo tem por objetivo analisar dados estatísticos educacionais acerca da trajetória do sujeito negro, na educação básica, de modo a identificar as regiões do Brasil que apresentam os maiores índices de exclusão escolar, e relacioná-los ao contexto político e social, a fim de identificar possíveis mecanismos que influenciam o sucesso e o fracasso escolar destes sujeitos. Foram utilizados para coleta de dados algumas fontes oficiais de pesquisa, tais como: IBGE (Instituto Brasileiro de Geografia e Estatística); INEP (Instituto Nacional de Estudos e Pesquisa) ; DIEESE (Departamento Intersindical de Estatística e Estudos Socioeconômicos), bem como outras fontes de natureza teórica que fundamentaram as discussões e análise dos dados. A partir da análise dos dados, constatou-se: disparidade entre o número de alunos pretos e alunos pardos, em todos os níveis de ensino, situação esta, compreendida na lógica do ideal de branqueamento; os anos finais do Ensino Fundamental e o Ensino Médio representam os níveis de ensino com exclusão escolar do aluno negro. A exclusão do negro é um problema nacional, não estando circunscrita a uma região específica, isto é, o aluno negro sofre as consequências da discriminação racial em todas as regiões do país, e em todos os níveis de ensino. Esta pesquisa é de grande relevância acadêmica e social, na medida em que revela as fragilidades e deficiências existentes nos dados do Censo Escolar, e ressalta a urgência na melhora das estratégias de coleta dos dados, bem como a necessidade de maior acompanhamento e conscientização sobre sua importância para a sociedade.
Abstract: This study aims to analyze statistical data about the black person educational history in basic education. It is intended to relate and to question the School Census data, identifying the Brazilian regions with the greater reduction in the black student's proportion over the education levels, in order to relate them to social and political context and to identify mechanisms that influence scholar success or failure of these subjects. It was used for data collection some official sources, such as: IBGE (Brazilian Institute of Geography and Statistics); INEP (National Institute of Studies and Research); DIEESE (Department of Statistics and Socioeconomic Studies), as well as other theoretical sources to substantiate data discussions and analysis. From the data analysis, we identified: disparity between the number of black students and brown students at all levels of education, a situation, understood into the bleaching ideal logic; the highest proportion of black students are concentrated in children education, specifically in pre-school; the elementary school final years and high school levels of education represent the smallest proportion of black students, that is, as the passage of years in elementary school, black students gradually disappear from the educational statistics and, therefore, the school. The exclusion of black person is a national problem, not being limited to a specific region, that is, black students suffer the consequences of racial discrimination in every region of the country, and in every level of education. This research reveals the weaknesses and deficiencies in the school census data, and highlights the urgency in improving data collection strategies, as well as the need for increased monitoring and awareness of their importance to society.
Mestrado
Psicologia Educacional
Mestre em Educação

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Schneider, Carri Anne. « When Journalism and Scholarship Collide : A Critical Analysis of Newsweek’s Annual Report on America’s Top High Schools ». University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178554216.

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Serra, i. Salamé Carles. « Identitat, racisme i violència. Les relacions interètniques en un institut català ». Doctoral thesis, Universitat de Girona, 2001. http://hdl.handle.net/10803/7975.

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Aquesta tesi està basada en l'etnografia d'un institut d'educació secundària situat en una ciutat mitjana de Catalunya, amb un nivell socioeconòmic mig-baix i una important presència d'immigrants (de diferents zones de l'estat espanyol i d'Àfrica, sobretot marroquins i gambians). El treball inclou una recerca bibliogràfica i de clarificació teòrica amb la que es pretén situar els fenòmens que s'estudien (identitat, racisme i violència) en el moment històric i context social actual, per tal de poder explicar l'ascens o la importància d'aquests fenòmens, així com les relacions que es poden establir entre ells.
La primera part de la tesi respon a la voluntat de contextualitzar teòricament la recerca etnogràfica i de situar les observacions d'aula en un marc social més ampli. A la segona part es presenten les aportacions que han realitzat els sociòlegs i els antropòlegs de l'educació a l'anàlisi del tractament de la diversitat ètnica, del racisme i de la violència en l'àmbit escolar. A la tercera part es desenvolupa el treball de recerca etnogràfica centrat en l'anàlisi de les relacions interètniques de l'alumnat.
This doctoral thesis is based on the ethnography of a state secondary school situated in an average-sized town in Catalonia with a medium-low socio-economic level and a population that includes considerable numbers of immigrants both from other parts of Spain and from some African coutnries (principally Morocco and Gambia).
The thesis includes bibliographical research and a theoretical clarification to situate the phenomena of indentity, racism and violence within the historical and social context of the present day. The growing importance of these phenomena and the relationships established between them are explained in this context.
The first part of the thesis endeavours to provide a theoretical context for the ethnographic research and to situate the classroom observations within a much wider social framework.
The second part of the thesis introduces contributions from educational sociologists and anthropologists to the analysis of how ethnic diversity, racism and violence are dealt with in schools.
The third part develops the ethnographic research by focusing on the interethnic relations among the students.

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Sarzedas, Letícia Passos de Melo [UNESP]. « Criança negra e educação : um estudo etnográfico na escola ». Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/97703.

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Para se estudar as relações raciais no Brasil é imprescindível reconhecer a construção social e histórica das etnias que formaram, e formam, a nação brasileira. Ter por objetivo conhecer a visão que a escola, a família, as crianças e a própria criança negra tem em ser negra é adentrar um espaço constituído numa sociedade na qual os dizeres sobre o negro são permeados por ideologias e saberes desprovidos de uma visão histórica do problema. Atualmente, a implantação das Ações Afirmativas no Brasil despertou discussões ao redor da polêmica de se reconhecer, ou não, a condição desigual a que se vê submetido o negro brasileiro. A escola, como um espaço da vida cotidiana, está permeada por conceitos e pré-conceitos, podendo tornar-se um espaço de manutenção do racismo. Tendo por orientação teórica a Psicologia Sócio-Histórica, essa pesquisa teve por objetivo conhecer a visão que se tem da criança negra no espaço escolar. Foram realizadas observações livres registradas em um diário de campo, segundo uma metodologia etnográfica, tendo por foco uma turma de 1ª. série do Ensino Fundamental de uma escola pública da Cidade de Londrina, estado do Paraná. A pesquisa compreendeu, também, um levantamento das principais leis que respaldam o anti-racismo no Brasil tendo por foco a educação. O que se pôde verificar, a partir das observações livres, foi um discurso que culpabiliza o negro por sua condição, corroborando a idéia de mito da democracia racial, assim como a busca por atingir um ideal estético branco devido ao mesmo estar associado a um ideal de caráter e beleza...
To study the racial relations in Brazil is indispensable to recognize the social and historical from the ethnical constructions that were formed, and still are forming, the brazilian nation. To have as objective to know the opinion that the school, the family, the children and the afrodescending child have about being a afro-descending person is to get inside of a space constituted in a society where the words about the subject “being black” are full of ideologies and speechs without a historical vision of the problem. At present, the implementation of affirmative actions in Brazil brought discussions around the polemical subject about to recognize or not the disproportional condition that seems a afrodescending person is submitted in Brazil. The school, as a space of the routine life, is surrounded by conceptions and preconceptions, becoming this way possible the maintenance of the racism. Having as theoretical orientation the social-historical psychology, this research has as objective to know the vision that people have about the afro-brazilian infant at the school place. There were made free recorded observations in some sort of a field’s diary, following an ethnographic methodology, having as focus a 1st grade’s group of the public school’s fundamental education of Londrina, a city that belong to the state of Paraná. The research agglomerates a selection of the main laws that uphold the anti-racism in Brazil, having as focus the education. What could be verified from the free observations was a speech that blames the afro-descending person by his condition, corroborating the idea of the racial democracy myth, such as the seek to reach a white esthetic ideal due to the fact that this last one is associated to a character and beauty ideal, despite of the most recent... (Complete abstract click electronic access below)

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Calado, Maria da Glória. « Escola e enfrentamento do racismo : as experiências das professoras ganhadoras do Prêmio Educar para a Igualdade Racial ». Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25032014-133053/.

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No Brasil, ainda hoje, persiste o ideário do mito da democracia racial. Embora a intervenção curricular efetuada pela Lei 10.639/03 possa ser entendida como um avanço para o reconhecimento e a problematização da questão racial, não é raro que ainda verifiquemos no ambiente escolar a negação do racismo, por vezes, manifestada pelo silenciamento dos atores escolares, frente às manifestações de preconceito e de discriminação racial. Nossa pesquisa teve por objetivo analisar os relatos de professoras sobre as práticas pedagógicas laureadas pela 4ª edição do Premio Educar para a Igualdade Racial, buscando investigar as contribuições dessas práticas no enfrentamento do racismo no contexto escolar. Para a análise, adotamos o método qualitativo de pesquisa. O referencial teórico utilizado é proveniente de diferentes áreas do conhecimento, como a história, a sociologia, a educação e, sobretudo, a psicanálise. Devemos aos aportes da psicanálise o uso do conceito de enquadre, aqui, utilizado como instrumento para entender as relações entre o racismo e a formação da subjetividade dos sujeitos (BLEGER, 1998; COSTA, 2012). O uso do conceito de enquadre foi fundamental para compreender o modo como as práticas pedagógicas realizadas pelas professoras podem romper com estereótipos, preconceitos e contribuir para o combate do racismo. Escolhemos investigar as práticas de enfrentamento do racismo no espaço escolar, porque o consideramos não somente como lugar de reprodução do racismo, mas também como espaço privilegiado no combate às desigualdades raciais. Defende-se, nesse trabalho, que as práticas pedagógicas de nossas entrevistadas estimulam o rompimento do silenciamento dos atores escolares, sobretudo, oferecem um espaço para que os educandos se manifestem, contribuindo para a ressignificação das experiências com o racismo e para o desenvolvimento de práticas formativas na perspectiva de uma educação igualitária.
In Brazil, nowadays, remains the ideology of racial democracy myth. Although the curricular intervention made by Law 10.639/03 can be understood as a step forward for the recognition and problematization of the racial issue, it is not uncommon to see, in the school environment, denial of racism, sometimes manifested by school actors silencing when facing manifestations of prejudice and racial discrimination. Our research aimed to examine teachers reports about pedagogical practices laureates for the 4th edition of the Prêmio Educar para a Igualdade Racial in order to investigate the contributions of these practices in facing racism in the school context. For the analysis, we adopted the qualitative research method. The theoretical framework used is taken from different areas of knowledge such as history, sociology, education and especially psychoanalysis. We owe contributions of psychoanalysis the concept of frame, here used as a tool to understand the relationship between racism and the formation of the individual subjectivity (BLEGER, 1998; COSTA, 2012). The use of the frame concept wascrucial to understand how pedagogical practices carried out by the teachers can break stereotypes and prejudices and contribute to combating racism. We chose to investigate these practices in the school space because we considered it not only a place of racism reproduction, but also as a privileged space in fighting racial inequalities. In this work it is argued that the pedagogical practices of our interviewees stimulate the breaking of silencing of school actors, above all, provide a space for students to manifest, helping to reframe the experiences with racism and to develop practical formation from the perspective of an equal education.

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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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Villà, Taberner Rita. « Conflicte, discriminació i mediació a l’escola. Representacions, experiències i participació dels joves d’origen immigrant als centres de secundària ». Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/285559.

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Aquesta tesi doctoral aborda l’anàlisi de la mediació escolar en relació a les experiències de participació i representació dels joves d’origen immigrant als instituts de secundària, amb l’objectiu de discernir si aquestes poden constituir un exemple de racisme institucional. La tesi es divideix en tres parts diferenciades, que permeten una aproximació gradual a l’objecte final d’estudi. En una primera part es descriuen les percepcions en relació al conflicte escolar i la convivència per part de diversos autors: alumnat, opinió pública i perspectiva institucional. Aquesta triple aproximació ens permet obtenir una fotografia de quina és la imatge existent en relació al conflicte escolar, centrant-se amb la seva vinculació amb la immigració. A continuació s’introdueix la mediació en tant que estratègia restaurativa de resolució de conflictes, que substitueix la perspectiva punitiva clàssica per una visió centrada en el reconeixement del dany causat i la reparació. Aquesta part conté una anàlisi detallada del funcionament i característiques de la mediació escolar als instituts catalans, així com la constatació de les diverses resistències institucionals vers determinats usos d’aquesta pràctica. Finalment, s’introdueix un primer anàlisi específic en relació als usos i percepcions sobre la mediació i l’alumnat d’origen immigrant. Finalment, la tercera part de la tesi centra la seva anàlisi en la mediació i l’alumnat d’origen immigrant. Des d’un abordatge antiracista i seguint principis i mètodes de la Critical Race Theory, es demostra com l’ús actual de la mediació en relació a aquest alumnat constitueix un exemple de discriminació institucional, ja que incorpora barreres a l’accés d’aquesta metodologia restaurativa basades directa o indirectament en atributs ètnics constatables o construïts. La tesi tanca amb recomanacions específiques per la gestió del conflicte per a una escola antiracista. Aquesta és una tesi de transició, organitzada formalment com una tesi clàssica, però que internament conté material publica, articles en procés de publicació i capítols potencialment transformables en articles.
This thesis analyses school mediation in relation to participation experiences and representation of children of immigrants in high schools. Its goal is to obverse if these can be considered an example of institutional racism. The thesis is divided in three parts, which gradually reachs to the final objective of the study. In the first part, perceptions regarding school conflict and coexistence are described from perspectives of differect actors: students, public opinion and institution. This multiple approach allows us to see the existent image on school conflict, while focusing on its links to immigation. Second part starts with the introduction of mediation as a restorative practice of conflict resolution, which substitutes the classical punitive perspective for one focusing on the recognition of the harm and its reparation. This part contains a detailed analysis of the uses and characteristics of school mediation in high schools in Catalonia. It also shows the diverse institutional resistences towards certain uses of this practice. Finally, it introduces a first specific analysis regarding uses and perceptions towards mediation and children of immigrants. The third part of the thesis focuses fully on the analysis of mediation and children of immigrants. From an antiracism perspective and using principles and methods or Critical Race Theory, it shows how nowadays the use of mediation involving children of immigrants constitutes indeed an example of institutional racism, since there are direct or indirect barriers based on ethnicity when this restorative method is used. The thesis finishes with specific recommendations for conflict management in antiracist schools. This is a transition thesis, formally organized like classical thesis, but containing published material, articles in the process of publication and chapters potentially transformable into articles.

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Norvenius, Mats. « Images of an Empire : Chinese Geography Textbooks of the Early 20th Century ». Doctoral thesis, Stockholms universitet, Institutionen för orientaliska språk, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-75397.

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In 1901 the Qing regime, in power 1644-1911, took wide-ranging measures to reform the Chinese Empire. Fundamental changes were carried out within the field of education, resulting in the completion of China’s first modern educational system in 1904. Modern schools mushroomed across China and modern textbooks introducing non-traditional knowledge became common reading in the classrooms. Modern geography textbooks informed schoolchildren about the circumstances within the Empire and, to some extent, about the conditions in foreign countries. Thus these textbooks gave them an idea of their own nation in relation to the rest of the world. The thesis examines the images of the inhabitants of the multiethnic Qing Empire, as encountered in a wide range of textbooks and other teaching materials, on the school subject of geography, used at various institutions of modern learning during the closing years of the Qing era. The focus is on the Han Chinese majority of China Proper (i.e. the eighteen provinces), although the images of the other major ethnicities of the Qing Empire are also examined, as well as the peoples of neighbouring Korea and Japan. This study highlights the extent to which the late Qing era was influenced by Japanese approaches towards reforms and modernization, especially in the field of education. During the process of introducing modern school geography in China, Chinese textbook compilers largely relied on Japanese sources on geography, thereby facing a Japanese, nationalistic and colonial discourse, which implied that Japan, as the most civilized nation in the East, was also in her right to dominate the region. Although Chinese educationalists hardly accepted Japan’s self-proclaimed position as the rightful leader of Asia, they were nevertheless influenced by Japanese descriptions of the continent and its peoples.

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Sarzedas, Letícia Passos de Melo. « Criança negra e educação : um estudo etnográfico na escola / ». Assis : [s.n.], 2007. http://hdl.handle.net/11449/97703.

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Orientador: Elisabeth da Silva Gelli
Banca: Marilene Proença Rebello de Souza
Banca: João Batista Martins
Resumo: Para se estudar as relações raciais no Brasil é imprescindível reconhecer a construção social e histórica das etnias que formaram, e formam, a nação brasileira. Ter por objetivo conhecer a visão que a escola, a família, as crianças e a própria criança negra tem em ser negra é adentrar um espaço constituído numa sociedade na qual os dizeres sobre o negro são permeados por ideologias e saberes desprovidos de uma visão histórica do problema. Atualmente, a implantação das Ações Afirmativas no Brasil despertou discussões ao redor da polêmica de se reconhecer, ou não, a condição desigual a que se vê submetido o negro brasileiro. A escola, como um espaço da vida cotidiana, está permeada por conceitos e pré-conceitos, podendo tornar-se um espaço de manutenção do racismo. Tendo por orientação teórica a Psicologia Sócio-Histórica, essa pesquisa teve por objetivo conhecer a visão que se tem da criança negra no espaço escolar. Foram realizadas observações livres registradas em um diário de campo, segundo uma metodologia etnográfica, tendo por foco uma turma de 1ª. série do Ensino Fundamental de uma escola pública da Cidade de Londrina, estado do Paraná. A pesquisa compreendeu, também, um levantamento das principais leis que respaldam o anti-racismo no Brasil tendo por foco a educação. O que se pôde verificar, a partir das observações livres, foi um discurso que culpabiliza o negro por sua condição, corroborando a idéia de mito da democracia racial, assim como a busca por atingir um ideal estético branco devido ao mesmo estar associado a um ideal de caráter e beleza... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: To study the racial relations in Brazil is indispensable to recognize the social and historical from the ethnical constructions that were formed, and still are forming, the brazilian nation. To have as objective to know the opinion that the school, the family, the children and the afrodescending child have about being a afro-descending person is to get inside of a space constituted in a society where the words about the subject "being black" are full of ideologies and speechs without a historical vision of the problem. At present, the implementation of affirmative actions in Brazil brought discussions around the polemical subject about to recognize or not the disproportional condition that seems a afrodescending person is submitted in Brazil. The school, as a space of the routine life, is surrounded by conceptions and preconceptions, becoming this way possible the maintenance of the racism. Having as theoretical orientation the social-historical psychology, this research has as objective to know the vision that people have about the afro-brazilian infant at the school place. There were made free recorded observations in some sort of a field's diary, following an ethnographic methodology, having as focus a 1st grade's group of the public school's fundamental education of Londrina, a city that belong to the state of Paraná. The research agglomerates a selection of the main laws that uphold the anti-racism in Brazil, having as focus the education. What could be verified from the free observations was a speech that blames the afro-descending person by his condition, corroborating the idea of the racial democracy myth, such as the seek to reach a white esthetic ideal due to the fact that this last one is associated to a character and beauty ideal, despite of the most recent... (Complete abstract click electronic access below)
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Almeida, Cleuma Maria Chaves de. « RACISMO NA ESCOLA : um estudo da linguagem racista e de suas implicações no contexto escolar da UEB. Gonçalves Dias de Açailândia - MA ». Universidade Federal do Maranhão, 2013. http://tedebc.ufma.br:8080/jspui/handle/tede/260.

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In a society marked by illiteracy, the negative idea associated to certain signs like the Black is built by the racist culture and reproduced by everyday oral language. It confuses culturally made concepts with universal and natural ones. Thus, this piece of research addresses the language of racism, especially in its oral aspect, having the municipal elementary school Unidade Escolar de Educação Básica Gonçalves Dias in Açailândia MA as a locus. It aims to analyze what is being "black" in children‟s minds and to characterize the discrimination in the school environment, having the language as the tool for the construction (or destruction) of racism. The study was developed using the qualitative theoretical and methodological approach, focusing on search-action , and having as theoretical sources the works of Bourdieu (2010), Bakhtin (2009), Echeverria (2007), Munanga (1998), Moore (2007) and Sales (2008). In this context, it is possible to conclude that the oral language is a way to efficiently spread the pejorative meanings attributed to the black and a tool to consolidate cordial relationships of power. The study also identifies a witty talk capable of anesthetizing its victims precisely due to the friendship and to the lack of formality among the members of the group. This is efficient in reproducing stigmas that label the bodies and the social representation of the black people. It is noticed that in the considered school in theory an institution responsible for disseminating culture and knowledge and for the social interaction among individuals the spreading of an oral language filled with racist intents and meanings. Therefore it is through a discriminatory oral language that children assimilate racist values. Hence, the acknowledgment of the social and ethical effects of racism in schools, as well as its mean of dissemination, is necessary.
Em uma sociedade marcada pelo analfabetismo da população, a idéia negativa dada a determinados signos - entre eles o Negro - é construída pela cultura racista e reproduzida pela linguagem oral cotidiana. Esta confunde conceitos culturalmente produzidos com conceitos universais e natos. Dessa maneira, discutimos neste trabalho a linguagem do racismo, sobretudo a oral, tendo como lócus a escola municipal Unidade Escolar de Educação Básica Gonçalves Dias , de Açailândia-MA. Buscou-se analisar a posição ocupada pelo ser negro no imaginário infantil e caracterizou-se as manifestações de discriminação nesse ambiente escolar, refletindo-se sobre a linguagem como meio de (des)construção do racismo. A pesquisa desenvolveu-se a partir da abordagem teórico-metodológica qualitativa, tendo como enfoque a pesquisa-ação e como principais fontes teóricas os estudos de Bourdieu (2010), Bakhtin (2009), Echeverria, (2007), Munanga (1998), Moore (2007) e Sales (2008). Assim, verificamos que significados pejorativos atribuídos ao signo negro são divulgados de forma eficiente pela oralidade - instrumento eficaz para disseminar e consolidar as relações cordiais de poder. Identificamos que há um discurso espirituoso, capaz de anestesiar suas vítimas justamente por se caracterizar pela ausência de formalidade e pela intimidade entre os membros do grupo. Ele age eficientemente, (re)produzindo estigmas que rotulam os corpos e a representação social do povo negro. Observamos que na escola pesquisada em tese uma instituição responsável pela socialização da cultura, do conhecimento e pela interação social dos indivíduos -, a divulgação de uma oralidade carregada de significados e intencionalidade racistas. Desta forma, constata-se que se a oralidade do meio no qual a criança está inserida é preconceituosa, é possível que ela interiorize valores racistas. Por isso, é necessário que a escola e seus autores reconheçam a relevância social, moral e ética de ações racistas no seu espaço, assim como os respectivos mecanismos de divulgação.

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Lynch, Lucas Leonard. « Brazil's Anti-Racist Education Reforms And Their Effects On High School History Textbooks : Addressing Critical Reflection On Race And Racism ». Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/595642.

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Anti-racist legislation and education reforms for the past two decades in Brazil have required that curriculum in all basic education combat prejudice and racism and promote critical thinking of the nation's past and current ethnic-racial relations in an effort to construct a society that is more democratic, equal, and just. In response to the reforms, textbooks have been rewritten. This study analyzes one high school history textbook series that was approved by Brazil in 2012, and asks: How, and to what extent, do these new high school history textbooks address critical reflection on race and racism in Brazil? Using qualitative content analysis, I coded the above series for its attention in these matters. My findings reflect that though there are a number of cases where racism in Brazil was admitted, more explanation on the content on racism is needed, the content was too vague, or it lacked necessary details to make its analysis more informed for student reflection.

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Drakeford, Lillian Dowdell. « What's Race Got to Do with It ? : A Historical Inquiry into the Impact of Color-blind Reform on Racial Inequality in America's Public Schools ». Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1286127101.

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Hanselman, Paul, et Jeremy E. Fiel. « School Opportunity Hoarding ? Racial Segregation and Access to High Growth Schools ». OXFORD UNIV PRESS INC, 2016. http://hdl.handle.net/10150/626027.

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Persistent school segregation may allow advantaged groups to hoard educational opportunities and consign minority students to lower-quality educational experiences. Although minority students are concentrated in low-achieving schools, relatively little previous research directly links segregation to measures of school quality based on student achievement growth, which more plausibly reflect learning opportunities. Using a dataset of public elementary schools in California, this study provides the first analysis detailing the distribution of a growth-based measure of school quality using standard inequality indices, allowing disparities to be decomposed across geographic and organizational scales. We find mixed support for the school opportunity hoarding hypothesis. We find small White and Asian advantages in access to high-growth schools, but most of the inequality in exposure to school growth is within racial groups. Growth-based disparities both between and within groups tend to be on a more local scale than disparities in absolute achievement levels, focusing attention on within-district policies to mitigate school-based inequalities in opportunities to learn.

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Lancaster, Illana Michelle. « Racing, classing, and gendering school-related violence in three Johannesburg secondary schools ». College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8877.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Education Policy Studies. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Cruz, Josiane Beloni da. « Colorindo invisibilidades : um estudo de caso acerca de práticas de resistência negra na escola ». Universidade Federal de Pelotas, 2014. http://repositorio.ufpel.edu.br/handle/ri/2803.

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A presente dissertação refere-se a um estudo de caso, que visa salientar práticas de resistência negra na sala de aula, trazendo a trajetória de uma educadora. Neste contexto, não somente denunciando a existência na sociedade brasileira de racismo, preconceito e discriminação étnico racial, mas também anunciando e impulsionando reflexões, ações que venham propiciar à erradicação destes, através das práticas realizadas na escola e do contágio aos pares. Trazendo o educador Paulo Freire como principal aporte teórico, o qual permeia todo o trabalho, com termos utilizados, como com o compartilhamento de ideais. E ao descrever a experiência desta educadora, a qual valoriza a presença negra atualmente na escola, apontando práticas inovadoras, analisando a escola a partir de outra perspectiva: do negro na construção da história brasileira. O presente estudo perpassa o contexto histórico das leis estabelecidas pelo Estado brasileiro para uma “inclusão” da referida etnia na educação e na sociedade até o advento da Lei 10.639/03, valorizando a cultura afro-brasileira. Foram pensadas aqui as Ações Afirmativas como políticas públicas de reparação e as práticas de resistência como ações afirmativas não institucionalizadas legalmente, porém que influenciam as instituições como: família e escola, as quais são capazes de reverter lógicas introjetadas no imaginário social e criar alternativas para superação dos preconceitos.
This thesis refers to a case study which aims to highlight practices of black resistance in the classroom, bringing the trajectory of an educator. In this context , not only denouncing the existence of racism in Brazilian society , racial prejudice and ethnic discrimination , but also pushing advertising and reflections, actions that may facilitate the eradication of these through the practices carried out in school and contagion in pairs . Bringing the educator Paulo Freire as the main theoretical contribution, which pervades the whole work, with terms used, such as the sharing of ideals. And to describe the experience of an educator, currently values the black presence in the school, pointing innovative practices, analyzing school from another perspective: the black in the construction of Brazilian history. This study permeates the historical context of the laws established by the Brazilian government for "inclusion" of that ethnicity in education and society until the enactment of Law 10,639/03, valuing african - Brazilian culture. Were conceived here as Affirmative Action policies and repair practices of resistance to affirmative action not legally institutionalized , but that influence institutions such as family and school, which are capable of reversing the logical introjected social imagination and create alternatives to overcome prejudices.

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Fernandes, Viviane Barboza [UNESP]. « Educação e relações raciais : percepções de alunos e professores de uma escola pública de São Carlos ». Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/90270.

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
A presente pesquisa trata da relação racial no cotidiano escolar, segundo as percepções de seus atores, professores e alunos, em uma escola pública da cidade de São Carlos. Buscou-se com o estudo compreender questões que envolvem o racismo e a discriminação racial neste espaço de sociabilidade. Para a realização desta pesquisa, de abordagem qualitativa, foram utilizados dois tipos de instrumentos metodológicos: a) entrevista individual com professores e alunos; b) grupo focal, realizado somente com os professores. Os resultados sinalizam para a existência de preconceito e discriminação racial na relação entre os alunos, sendo os alunos negros as principais vítimas. Embora os dados analisados não mostrem o impacto exato da discriminação racial na vida dos alunos negros, permitem compreender como as relações estabelecidas na escola interferem na construção da identidade positiva entre os afrobrasileiros, na medida em que prejudicam sua auto-estima, que é minada diariamente, tanto pelas atitudes de seus pares quanto pela postura silenciosa dos educadores. A partir do diálogo com os professores foi possível evidenciar como ainda são minimizadas questões que envolvem a problemática racial no âmbito escolar, dada a minimização das ofensas de cunho racial entre os alunos e o desconhecimento por parte destes educadores da lei 10.639/03, que tem como intuito a construção e o fortalecimento da identidade afro-brasileira, a partir do reconhecimento do legado da história e cultura Afro-brasileira e Africana
This research deals with the race relations in the daily school life according to the perceptions of his actors, teachers and students in a public school of the city of São Carlos. The objective was understand issues regarding racism and racial discrimination in that area of sociability. For the achievement of the qualitative approach survey were used two types of methodological tools: a) individual interviews with teachers and students; b) focal groups conducted only with teachers. The results indicate the existence of prejudice and racial discrimination in the relationship between students, black students being the main victims. Although the data analyzed do not show the exact impact of racial discrimination in the lives of black students, they clarify how the relations established at the school interfere in the building of positive identity amongst the afro-brazilians insofar as they affect their selfesteem, which is mined daily by the attitudes of peers as well as by the silent posture of the educators. The dialogue with the teachers highlighted how far the racial issues are minimized at schools, given the minimisation of racially motivated offences among students and the educators’ ignorance of the Law 10.639/03, whose aim is the building and strengthening of afro-brazilian identity, by recognizing the legacy of Afro-brazilian and African history and culture

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Billups, Christie. « Confronting racism uniting people of diversity / ». Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Bejar, Axel. « Racism against second-generation migrant in Swedish primary school ». Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100878.

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The research is a study on second generation migrants in a white-dominant primaryschool. The subject was about the racist experience in the school year when theywent to primary class. Hence, the research uses two different analytical frameworks:Göran Therborn theory on inequalities and Jane Elliot experiment on RacialPrejudice. As a notice, there is not much research on secondary generation migrant.Thus, it does not change the fact that the research has found some data andinformation. Most migrants' experiences racism in a white-dominant school, butthere has not been researching where it analyses the effect of racist experience in awhite-dominant school. However, the research brings up the subject of integrationand segregation to analyse the affected of racist experience in a white-dominantprimary school.

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Sadddler, Craig A. Sr. « People Who Care : Counter-Stories of Unitary Status in Rockford, Illinois ». Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1452594736.

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Lioliou, Theocharia. « Tackling racist conflicts in greek primary schools through drama ». Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631679.

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The recent transformation of Greece from a homogenous country into one that is a receptacle for people from different cultures occurred in a society unprepared for such change, resulting in severe cases of racism, inside and outside school. The purpose of this study was to explore for the first time in the Greek setting the response of young children who had displayed prejudiced behaviour to a series of drama lessons. It also examines the efficacy of process drama in the hands of a novice in this approach drama teacher. The project was based in antiracist education theory, combining elements from multicultural education, and applying conventions of drama approaches with those prevailing in process drama/drama in education. This was a multiple case study research drawing also upon action research methodology. It consists of two pilots and three applications in different primary school classrooms of seven- to eight-year-olds. Preliminary research identified the sample through anonymous questionnaires and the main field work consisted of a series of drama sessions; semi-structured interviews and participant observation took place before and after each class application. The setting was found to be extremely monocultural, with traditional teaching methods still being prevalent and racist views present among both children and teachers. The results from the drama were encouraging, proving that, even in the hands of a beginner, drama can inspire empathy to pupils through deep emotional experiences which contain the potential for changing beliefs.

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Koster, Joan Bouza. « Bookmarking racism challenging white privilege through children's literature and participatory research in a suburban shcool / ». Diss., Online access via UMI:, 2005.

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Fernandes, Viviane Barboza. « Educação e relações raciais : percepções de alunos e professores de uma escola pública de São Carlos / ». Araraquara : [s.n.], 2010. http://hdl.handle.net/11449/90270.

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Orientador: Ângela Viana Machado Fernandes
Banca: Dulce Consuelo Andreatta Whitaker
Banca: Vera Lúcia Silveira Botta Ferrante
Resumo: A presente pesquisa trata da relação racial no cotidiano escolar, segundo as percepções de seus atores, professores e alunos, em uma escola pública da cidade de São Carlos. Buscou-se com o estudo compreender questões que envolvem o racismo e a discriminação racial neste espaço de sociabilidade. Para a realização desta pesquisa, de abordagem qualitativa, foram utilizados dois tipos de instrumentos metodológicos: a) entrevista individual com professores e alunos; b) grupo focal, realizado somente com os professores. Os resultados sinalizam para a existência de preconceito e discriminação racial na relação entre os alunos, sendo os alunos negros as principais vítimas. Embora os dados analisados não mostrem o impacto exato da discriminação racial na vida dos alunos negros, permitem compreender como as relações estabelecidas na escola interferem na construção da identidade positiva entre os afrobrasileiros, na medida em que prejudicam sua auto-estima, que é minada diariamente, tanto pelas atitudes de seus pares quanto pela postura silenciosa dos educadores. A partir do diálogo com os professores foi possível evidenciar como ainda são minimizadas questões que envolvem a problemática racial no âmbito escolar, dada a minimização das ofensas de cunho racial entre os alunos e o desconhecimento por parte destes educadores da lei 10.639/03, que tem como intuito a construção e o fortalecimento da identidade afro-brasileira, a partir do reconhecimento do legado da história e cultura Afro-brasileira e Africana
Abstract: This research deals with the race relations in the daily school life according to the perceptions of his actors, teachers and students in a public school of the city of São Carlos. The objective was understand issues regarding racism and racial discrimination in that area of sociability. For the achievement of the qualitative approach survey were used two types of methodological tools: a) individual interviews with teachers and students; b) focal groups conducted only with teachers. The results indicate the existence of prejudice and racial discrimination in the relationship between students, black students being the main victims. Although the data analyzed do not show the exact impact of racial discrimination in the lives of black students, they clarify how the relations established at the school interfere in the building of positive identity amongst the afro-brazilians insofar as they affect their selfesteem, which is mined daily by the attitudes of peers as well as by the silent posture of the educators. The dialogue with the teachers highlighted how far the racial issues are minimized at schools, given the minimisation of racially motivated offences among students and the educators' ignorance of the Law 10.639/03, whose aim is the building and strengthening of afro-brazilian identity, by recognizing the legacy of Afro-brazilian and African history and culture
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Lupton, Ruth. « Secondary schools in disadvantaged areas : the impact of context on school processes and quality ». Thesis, London School of Economics and Political Science (University of London), 2003. http://etheses.lse.ac.uk/50/.

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This thesis explores how a disadvantaged context impacts on secondary school organisation and processes, and how this affects quality, as measured by OFSTED inspection. OFSTED data indicates a school quality problem in disadvantaged areas. This is often interpreted as arising from factors internal to the school. Policy interventions have concentrated on generic school improvement measures. However, it may be argued that if poor quality arises from context as well as from internal factors, policy responses should also be contextualised. Earlier work (Gewirtz 1998; Thrupp 1999) has begun to reveal process effects of disadvantaged contexts. This thesis builds on that work by exploring differences between disadvantaged areas, making an explicit link to quality measures, and using wider literatures from the fields of neighbourhood studies and organisation theory to develop an understanding of schools as contextualised organisations. The thesis begins with a quantitative analysis of context/quality relationships, but is principally based on four qualitative case studies. These consider context objectively, analysing socio-economic, market and institutional factors, and also explore staff’s subjective interpretations. Process implications for schools are examined, as are the schools’ responses, in terms of the design and delivery of schooling. These findings are discussed in relation to OFSTED quality measures. The research reveals that the quality problem in poor areas is partly an artefact of the inspection system but also reflects contextual effects. It also finds that there are significant differences between the contexts of schools in disadvantaged areas, and that these are not captured by typical context measures. The study concludes that changes are needed in school funding and inspection to recognise contextual effects, and that specific practices need to be developed to enable school improvement in poor areas. Relying on schools to apply generic ‘good practice’ within existing constraints will not be sufficient to eliminate the quality problem.

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Svensson, Mats. « Härskarrasen, folkmaterialet och de mongolida finnarna : Raser, rasbiologi och rashygien i svenska läroböcker i geografi och biologi under drygt hundra år ». Thesis, Södertörn University College, Södertörn University College, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1760.

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This study investigates the treatment of race biology and related subjects in Swedish schoolbooks from 1873 to 1994, with special emphasis on the “gymnasium”-level. The concept of race biology has several connotations: it is at one hand related to physical anthropology and at the other to eugenics. Like in Germany the latter was in Sweden first called “racial hygiene”. After an introduction giving the historical background the books are reviewed for their content on this matter. The conclusions drawn are as follows:

1. During the late 19th century and early 20th century, mental, cultural and physical appearances of peoples from various parts of the world are discussed with little emphasis on the distinction between race (as a biological concept) and culture.

2. Finns and Lapps are in early books considered as belonging to the Mongolian race. This may be understood in terms of the confusion between classification of race and language but also of at the time prevailing theories of Sweden’s racial history.

3. Around 1930 a distinction between race, as a biological concept, and people, as a linguistic and cultural concept is pronounced. Personality characteristics are attributed to biological races.

4. The dark-skinned African and Australian populations are treated with special disrespect, whereas the lighter-skinned Polynesians are discussed with high esteem.

5. The teachings of the Nazi racialist H. F. K. Günther have a decisive impact on the treatment of in particular European ”races” and their mental characters on at least one author. Even the word “master-race” is used for the Nordic race. The most controversial parts of this teaching are removed in 1945.

6. From the 1950’s onward the interest in races is diminished in books in geography, and in the biology books racism is generally condemned.

7. Eugenics (racial hygiene) is advocated in biology books into the 1970’s, in a manner close enough to be called political propaganda. The low efficiency of sterilisation against Mendelian recessives is generally presented. The Swedish sterilisation policies at the time are presented in detail in the biology books.

8. Traditional race classification is present still in the 1980’s, even with regard to the European “racial types”. Much attention is given to the “extreme” racial crossing between Europeans and Hottentots.

9. In a biology book from 1967, control of the third world population explosion (in itself a theme from the 1950’s onward) is explicitly discussed in the context of eugenics.

10. When modern in utero diagnostic methods are discussed in the 1990’s, eugenics is not concerned.

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Vaughn, Joanna Garcia. « The Smith College School for Social Work anti-racism commitment : a chronology and reflections on the years 1993-1998 : a project based upon an independent investigation / ». View online, 2008. http://hdl.handle.net/10090/5941.

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Geller, Rachel. « Schools Uniting Neighborhoods : Sustainability and Racial Equity in a Community Schools Initiative ». Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1210.

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Schools Uniting Neighborhoods (SUN), a collaborative initiative in Multnomah County, Oregon, combines the increasingly popular community school model with an innovative organizational structure to further two key goals: sustainability as an initiative and furthering racial equity. This thesis situates SUN within the context of American public education reform and existing literature on the positive outcomes, organizational structures, and leadership components of community schools. Building on past reviews of SUN and its outcomes, I use results from qualitative interviews with key stakeholders to provide insight into how its organizational structure contributes to the goals of sustainability and racial equity. I discuss the current state of SUN, future directions, and the relevancy of findings to other community schools initiatives and more generally, public education reform efforts.

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Bleecker, Wendy S. « Predicting student outcomes for Washington State middle schools using school counselor's and administrator's racial consciousness and organizational variables ». Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Fall2007/w_bleecker_113007.pdf.

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Olsson, Lina. « ANTIRASISM I GYMNASIESKOLAN : En intervjustudie om samhällskunskapslärares uppfattningar och implementeringar av ett antirasistiskt uppdrag ». Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-180297.

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The school has an anti-racist mission where teachers, especially social studies teachers, have a central role. Previous research shows, however, that the school often lacks in counteracting racism, which raises questions about how teachers see racism as a phenomenon and school as an anti-racist place. There is a lack of knowledge about how social studies teachers perceive the anti-racist work and whether and, in such cases, how they implement anti-racism within the framework of social science teaching. The purpose of this study was therefore to investigate social studies teachers' perceptions of and implementation of an anti-racist mission in upper secondary school. This was done through five semi-structured interviews which were analyzed with Michael Lipsky's (2010) theory of grassroots bureaucracy which is supplemented by Gert Biesta and Sarah Robinson's (2015) theory of cultural and structural factors, Nicholas Abercrombie, Stephen Hill & Brian Turners (2006) definitions of individual and structural racism and Emma Arnebacks (2012) identified courses of action against racism. The results show that no teacher has an explicit anti-racist attitude, but they perceive the task as aimed at counteracting students 'tendencies to express "problematic" thoughts or opinions, which is a description of purpose that is influenced by teachers' understanding of racism as an individual phenomenon. The attitude to the assignment is positive, but it is perceived to be fraught with challenges that arise partly because of a perceived limited scope for action, and partly because of the teachers believing that there is a measure of anti-racism in the teaching. The teachers also perceive the social studies teacher's special role in an anti-racist assignment partly negatively as it is described as becoming a workload. Criticism is directed at a deficient teacher education that structurally limits the anti-racist work as they feel that it has to a low degree equipped them with competence in racism despite the subject's special relevance, and partly because the entire teacher education was not characterized by this which could even the workload. The teachers believe that they implement the anti-racist mission, and the courses of action are mediating, democratizing, and partly relationally characterized where concrete strategies in social studies are to provide knowledge and practice critical reflection in the students. Important knowledge is mainly about democracy and human rights, and an important skill is critical thinking. The study's conclusions are that social studies teachers do not perceive the school as an explicit anti-racist place, but rather in an implicit way. The fact that the mission is not explicitly carried out can mean that anti-racism is lacking when knowledge of racism is limited, especially when a structural reflexivity is lacking. Although teachers may neglect different expressions of racism in school, the implementation is still often consistent with the curricula's formulations of the anti-racist mission.

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Dickson, Joanna, et n/a. « The visual representation of the Maori in the School Journal 1907-95 ». University of Otago. Department of Anthropology, 1997. http://adt.otago.ac.nz./public/adt-NZDU20070531.122035.

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This thesis concerns the visual representation of the Maori in illustrations featured in the School Journal, Bulletins, Maori Language Readers, and Remedial Readers published by the New Zealand Department of Education from 1907-96. The main focus is to examine how the prehistory of Aotearoa has been presented to the public. For this reason School Journals were chosen as they have been a resource available to all school children for almost a century, and reflect changing theories incorporated into illustrations which can be just as significant, or even more powerful, than text in transmitting information (and sometimes culture-bound values) to the public about past Maori lifeways. I examined specific areas such as the representation Maori physiognomy, representation of gender and ethnicity, material culture, and activities in illustrations and photographs to create an overview of how the Maori have been depicted and question how closely these representations adhere to reality.

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Rodrigues, Antonio Cesar Lins. « Corpos e culturas invisibilizados na escola : racismo, aulas de educação física e insurgência multicultural ». Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-02072013-134016/.

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A presente pesquisa examina a presença do racismo em uma escola pública municipal do estado de São Paulo identificando, em sua recorrência, a geração dos dispositivos de invisibilização de certos corpos e culturas nas séries iniciais do Ensino Fundamental. Tem no cotidiano escolar o seu lócus de atuação e, nas aulas de Educação Física, o seu foco prioritário de observação e análise. Acolhe também os demais ambientes escolares como espaços onde se perpetuam as relações desiguais de poder, produtoras dessa forma de discriminação racial. Analisa criticamente o fenômeno a partir de duas principais perspectivas: a primeira são os Estudos Culturais fundamentados em Hall (1997, 2000, 2006) e Silva (1996, 2000, 2004, 2008, 2010); e a segunda o multiculturalismo crítico a partir das ideias de McLaren (2000). No que tange ao racismo, os escritos de Munanga (2000, 2005, 2008), Telles (2003) e Carone e Bento (2007) compõem o suporte teórico orientador. O estudo tenciona o entendimento de alguns dos mecanismos de exclusão que desautorizam determinados sujeitos e todas as suas representações sócio-histórico-culturais. Identifica a presença de uma identidade-referência fundada no modelo branco, masculino e euro-estadunidense que há décadas permeia a construção das subjetividades de alunas e alunos, levantando a suspeita do desencadeamento do processo aqui conceituado invisibilização. Por ter no ambiente natural a sua fonte direta e mais importante de dados, sendo o pesquisador o instrumento principal e mantendo contato direto e afinado com a situação na qual os fenômenos ocorrem, levando em conta todas as perspectivas dos envolvidos e a imersão na realidade estudada, elegeu-se o estudo de caso como método. Para a análise de dados foi utilizada a hermenêutica crítica, dada a sua possibilidade de efetuar um aprofundamento na interpretação dos textos apreendidos na conjuntura e contexto pesquisados, entremeando os resultados imediatos de uma observação do legível e também o requisitado na intencionalidade dos seus produtores. Como resultados se destacam: 1) o entendimento por parte das(os) docentes e equipe gestora da falta de necessidade de ações equitativas para as(os) alunas(os) negras(os) por serem iguais enquanto seres humanos; 2) o entendimento de que não se deve levantar discussões que digam respeito ao comportamento racista, por conta dessa atitude estimular ainda mais o fenômeno; 3) a falta de interesse e preparo da escola para lidar com as questões raciais; 4) a existência de um processo coletivo de visibilização para a invisibilização das(os) alunas(os) negras(os) e suas culturas (corporais) nas aulas de Educação Física em específico, e nos demais espaços escolares, de uma maneira geral, regulado culturalmente; 5) a convicção de que a superação do racismo depende unicamente da vontade discente; 6) uma incidência mais sofisticada do fenômeno do racismo, fazendo com que docentes e equipe gestora reconheçam sua existência, sem, no entanto, o perceberem. Finalmente, chama a atenção para o multiculturalismo crítico como possibilidade insurgente tanto na desconstrução das hierarquias discentes vigentes na escola, quanto na contemplação das diferenças e dos diferentes.
This present research investigates the presence of racism in a municipal public school of the state of São Paulo, identifying, in its recurrence, the creation of invisibilization - rendering \"unseen\" - mechanisms for certain bodies and cultures in initial grades of Elementary School. School everyday life is the locus of investigation and the Physical Education classes are the central area of interest for observation and analysis. This research also deals with other school surroundings as environments where unequal power relations perpetuate, promoters of this way of racial discrimination. Critically analyzes the phenomenon as of two main perspectives: the first one are the Cultural Studies based on Hall (1997, 2000, 2006) and Silva (1996, 2000, 2004, 2008, 2010), and the second one is the Critical Multiculturalism, based on ideas of McLaren (2000). As to racism, the works of Munanga (2000, 2005, 2008), Telles (2003) and Carone and Bento (2007) form the guiding technical support. This study aims at understanding some mechanisms of exclusion that disempower certain subjects and all their socio-historic-cultural representations. Identifies the presence of an identity-reference based on the white, male and Euro-American model that for decades has permeated the construction of students\' subjectivity, raising the suspicion that those may be the trigger for the process herein conceived as invisibilization. The researcher, the main instrument, maintaining a direct contact and tuned in to the situation where the phenomena occur - considering the perspectives of all the involved and the immersion in the reality so studied -, and having inside the natural environment its most direct and important source of data, elected the \"case study\" method. Critical hermeneutics was chosen for data analysis given its possibility of deeper interpretation of the texts collected within the situation and context surveyed, interweaving the immediate results of the observation of the readable material and the intentionality of those who provided the material. Results to be highlighted: 1) Comprehension, by teachers and school management team, of unnecessary equitable actions for students because they are equal as human beings; 2) Understanding that racism behavioral discussions should not be raised, since this attitude stimulates the phenomenon even more; 3) Lack of interest and preparation of the school when dealing with racial questions; 4) Existence of a collective process that makes students \"unseeable\", culturally regulated; 5) Conviction that the overcoming of racism depends exclusively on students\' will; 6) A more sophisticated incidence of racism, that causes teachers and school management teams to recognize its existence, without perceiving it nevertheless. Finally, this study attracts the attention to Critical Multiculturalism as an insurgent possibility of deconstruction of teaching hierarchies in force in school, and also of contemplation of the differences and of the \'differents\'.

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Eyber, Carola, Dorothy Dyer et Ruth Versfeld. « Resisting racism : a teachers' guide to equality in education ». TLRC, 1997. http://hdl.handle.net/10962/73690.

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While South Africa's new democracy has meant that schools are now open to all, there is still racism in our schools. The changes in schools have in some cases exacerbated racial tensions and mistrust. Teachers everywhere are struggling with the changing dynamics of their classrooms and schools. There is much talk about how to work against racism. Various programmes and schools have developed different ways of dealing with it. All have particular ideas about how best to counter it. Resisting Racism aims to discuss and understand the beliefs and assumptions underlying many of these approaches. We look at the theories behind the different practices, present a range of ideas to illustrate them and consider their limits and possibilities. The book is a starting point for teachers and schools to reflect on their practices and help them to work out new strategies in the classroom and school. The approaches described will probably work best if they are used together, specially adapted to the specific context in which they are to be used. In the first part of the book we look at psychological and sociological explanations of why people are racist. Four different ways of looking at the issues are described. Each suggests practical ways of dealing with racism in the classroom and in the school. Chapter Three, on multi-cultural and anti-racist education, covers similar ground but from a slightly different angle, looking at curriculum debates about race, culture and equality. The final section looks at the concerns that many teachers have every day, such as "How can I deal with the language problem?" and "How can I involve parents in these issues?" In discussing these questions we have tried to use current theory to inform the practical ideas suggested. You will discover that this book is not neutral. It does have a point of view. It seeks to explain the limitations of assimilating students into a status quo and asks that schools take a critical look at their policies and practices. There are no easy answers or quick solutions. However thinking about and understanding the issues of racism and the ways in which it may be resisted can only bring us closer to positive change.

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Prempeh, Nana. « School of the Elegiac ». Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/creative_writing_theses/17.

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The various sections of this thesis are interconnected by a sense of inescapable misery. The second section works as a bridge in that sense, connecting the misery of home and abroad. Quite fittingly, W.E.B. du Bois, who toward the end of his life acquired Ghanaian citizenship (he died and is buried in Ghana), serves as the major influence from which the connective (t)issues explored in the various sections are drawn. After the du Bois tradition of examining shared black experiences, the bridge section (II) of the thesis has his words for a title. At the heart of these poems and within the pursuit of a clear image lies the question posed by W.E.B. du Bois in The Souls of Black Folk, “For where in the world may we go and be safe from lying and brute force?”

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Burstion-Young, Michelle R. « “Let’s Stay Together : Racial Separation and Other Coping Strategies Among African American High School Students Attending Predominately White Schools.” ». University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1231817941.

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Salaam, Omar J. « A Family Histories Study of Parents Engaging Issues of Race and Racism ». Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7924.

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This family histories research study uses life history methods to explore narratives of parents’ lives regarding ways in which they socialize their children and engage school staff around issues of race and racism. The information gathered is from interviews with the two primary participants, two focus groups; one with each primary participant and the adults with whom they are raising their elementary school (Pre-K to Grade-5) children, and follow-up interviews with both primary participants. The first finding in this study is that the family life stories in both families play a direct role in socializing their children, in that the parents have shared many of their life stories related to race and racism with one another and their children prior to and regardless of this study. The second finding is that the family life stories in both families play a role in their engagement with school staff around issues of race and racism. Both findings are revealed within the themes of overt racism, covert racism, awakening (the process of one suddenly realizing something he/she had never realized), and closeness (the feeling of some level of emotion or personal connection). Also discussed, following the themes and findings, is the commonality between the two families in this study, enrolling their children in the same racially and culturally diverse International Baccalaureate school. Recommendations include: bringing to the attention of educational leaders and policy-makers the advantages of analyzing ones’ own history; providing the opportunity for voices most often unheard to be listened to and heard by policy-makers and decision makers; and that further research into the impact of policies that are intended to address issues related to race, racism, and other equal opportunity and/or anti-discrimination efforts are confirmed impactful through the voices of individuals.

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Ruck, Marlene M. « Responding to racism, an examination of African-Nova Scotian high school students' coping strategies ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/MQ37835.pdf.

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Feldmann, Mariana. « Escola P?blica e Rela??es ?tnico-Raciais : o papel da Psicologia ». Pontif?cia Universidade Cat?lica de Campinas, 2017. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/1001.

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Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-02-07T11:08:13Z No. of bitstreams: 1 MARIANA FELDMANN.pdf: 2801607 bytes, checksum: 68c81e3b64a35ec1f758b9078d854c31 (MD5)
Made available in DSpace on 2018-02-07T11:08:13Z (GMT). No. of bitstreams: 1 MARIANA FELDMANN.pdf: 2801607 bytes, checksum: 68c81e3b64a35ec1f758b9078d854c31 (MD5) Previous issue date: 2017-12-12
Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq
This work is based on the need to understand how Ethnic-Racial Relations are established within a public school. Through the researcher?s insertion in the ECOAR (Space of Coexistence, Action and Reflection), a psychosocial project in the public schools, the research had the objective of accompanying, describing and analyzing the daily school life, taking as a reference the ethnic-racial relations, thus making possible the mapping of actions which are carried out in congruence with Public Policy. Stemming from the theoretical contributions of Cultural Historical Psychology, Psychology, and Ethnic-Racial Relations, Critical Psychology and Historical Dialectical Materialism, we understand the constitution of the subject from the historical, cultural and social dimensions. It is an Action-Participation Research that utilized as sources of information: 1) Political Pedagogical Project; 2) City Hall website and MIPID program website; 3) Mapping with students; 4) Field Diaries prepared by the ECOAR team 5) Expressions of the students from the activities carried out by the ECOAR project. The analysis of the sources of information was carried out from the Constructive-Interpretive Analysis. The results demonstrated the presence of racism and discrimination, violence lived, naturalized and reproduced daily in the school environment; the lack of interest and knowledge of the origins of the students themselves; the difficulty in understanding the importance of discussing Laws 10.645 and 11.645 and how to work this aspect in school; the importance of discussing the students' life history. From the results found, it was possible to outline actions to address racism and other forms of violence encountered, as well as demonstrate the importance of Psychology for monitoring children and youth development in school.
Este trabalho parte da necessidade de compreender como as Rela??es ?tnico-Raciais s?o estabelecidas dentro de uma escola p?blica. Por meio da inser??o da pesquisadora no ECOAR (Espa?o de Conviv?ncia, A??o e Reflex?o), projeto psicossocial na escola p?blica, a pesquisa teve como objetivo acompanhar, descrever e analisar o cotidiano da escola tomando como refer?ncia as rela??es ?tnico-raciais e mapear as a??es que s?o realizadas diante da Pol?tica P?blica. Partindo das contribui??es te?ricas da Psicologia Hist?rico Cultural, Psicologia e as Rela??es ?tnico-Raciais, Psicologia Cr?tica e do Materialismo Hist?rico Dial?tico, entendemos a constitui??o do sujeito a partir das dimens?es hist?rica, cultural e social. Trata-se de uma Pesquisa A??o-Participa??o que utilizou como fontes de informa??o: 1) Projeto Pol?tico Pedag?gico; 2) Site da Prefeitura Municipal e Site do programa MIPID; 3) Mapeamento com os estudantes; 4) Di?rios de Campo elaborados pela equipe ECOAR 5) Express?es dos estudantes a partir das atividades realizadas pelo projeto ECOAR. A an?lise das fontes de informa??o foi realizada a partir da An?lise Construtiva-Interpretaria. Os resultados encontrados demonstraram o racismo e discrimina??o sofridos pelos estudantes; a viol?ncia vivida, naturalizada e reproduzida no cotidiano da escola; a falta de interesse e conhecimento das origens dos pr?prios estudantes; a dificuldade na compreens?o da import?ncia da discuss?o das Leis 10.645 e 11.645 e de como trabalhar essa quest?o na escola; a import?ncia de discutir a hist?ria de vida dos estudantes. A partir dos resultados encontrados, foi poss?vel tra?ar algumas a??es para o enfrentamento do racismo e as outras formas de viol?ncia encontradas, assim como a import?ncia da Psicologia para o acompanhamento do desenvolvimento de crian?as e jovens na escola.

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