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1
Woolfson, Richard C., Michael E. Harker et Dorothy A. Lowe. « Racism in schools –No room for complacency ». Educational and Child Psychology 21, no 4 (2004) : 16–30. http://dx.doi.org/10.53841/bpsecp.2004.21.4.16.
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The fact that a school has anti-racist measures does not automatically mean discrimination and racism has been eradicated. For instance, in their study which investigated racism in a number of schools, Donald et al. (1995) found that although coherent anti-racist policies had been implemented throughout the schools, the extent of discriminatory and racist attitudes among the pupils was either under-estimated or unrecognised by school staff – they called this the ‘No Problem Here’ syndrome. In this present study, the researchers developed this concept one stage further by examining the existence or otherwise of discrimination and racism in a ‘flagship’ local authority primary school with a strong track record of multicultural and anti-racist education policies, strategies and practice, with a plethora of special in-school arrangements to increase racial and religious tolerance. Using varied methods of data collection (questionnaires, semi-structured interviews and focus groups), the study revealed that despite the very inclusive anti-racist ethos within the school, pupils from an ethnic minority and pupils not from an ethnic minority did experience racism in school. In addition, the results revealed that children from an ethnic minority who experienced racism (unlike children not from an ethnic minority who experienced racism) were reluctant to disclose such experiences to school staff. Subsequently, the school made a commitment to develop further strategies to decrease the occurrence of racist incidents within the school and to give all pupils confidence to disclose when such incidents occur.
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Kailin, Julie. « How White Teachers Perceive the Problem of Racism in Their Schools : A Case Study in “Liberal” Lakeview ». Teachers College Record : The Voice of Scholarship in Education 100, no 4 (janvier 1999) : 724–50. http://dx.doi.org/10.1177/016146819910000402.
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This study examined White teachers’ perceptions of racism in their schools. An open-ended questionnaire was administered to 222 teachers in a medium-sized highly rated middle-class Midwestern school district. Teachers were asked to provide examples of racism in their schools. Teachers’ responses were analyzed and coded according to major themes that were collapsed into three major categories: attribution of racial problems to Whites; attribution of racial problems to Blacks; attribution of racial problems to institutional/cultural factors. Research findings indicate that most White teachers operated from an impaired consciousness about racism; that a majority “blamed the victim,” assigning causality for racism to Blacks. Findings further indicate that of those who witnessed racist behavior by their White colleagues, the majority remained silent and did not challenge such behavior. Because teachers play a pivotal role in the sum total of race relations in education, it is critical to consider how they perceive the problem of racism in their schools. Their perceptions may influence decisions about how to interpret and respond to racial inequality.
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Burhoff, Hanna Maria. « School Without Racism ? How White Teachers in Germany Practice Anti-Racialism ». Journal for Undergraduate Ethnography 11, no 3 (28 novembre 2021) : 3–20. http://dx.doi.org/10.15273/jue.v11i3.11240.
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This qualitative study investigates how white teachers at a German Catholic comprehensive school conceptualize issues of “race” and racism in the context of being a “School without Racism – School with Courage” (SOR-SMC). By collecting signatures and exhibiting yearly projects, more than 3,300 schools in Germany brand their school to be “without racism”. I found the branding of my researched school to be a form of “anti-racialism” that opposed “race” and racism as concepts but did not tackle any underlying racist structures (Goldberg 2009, 10). The teachers I interviewed took the SOR-SMC branding for granted and assumed that the school was racism-free. They thereby engaged in silent racism and reproduced racist connotations and structures without challenging them (Trepagnier 2001). Being anti -racist is not accomplished by declaring a school as racism-free. Instead, white teachers need to understand that anti-racism involves a deeper engagement with the structures that keep “racial” inequality in place (Goldberg 2009, 10).
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Rosiek, Jerry. « School segregation : A realist’s view ». Phi Delta Kappan 100, no 5 (22 janvier 2019) : 8–13. http://dx.doi.org/10.1177/0031721719827536.
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The nation’s greatest anti-racist education policy — school desegregation — has proven no match for the adaptations of institutionalized racism. Over the last 40 years, school segregation has evolved and reemerged in housing patterns, school zoning policy, and curricular tracking. This has led to calls for new solutions to the problem of racial segregation in schools. Is it possible, however, that the pursuit of such solutions is a form of avoidance, an unwillingness to face the intractable nature of institutionalized racism? Jerry Rosiek considers the power of pessimism about racial justice as a stance for educators in an era of resegregating schools.
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Kohli, Rita, Marcos Pizarro et Arturo Nevárez. « The “New Racism” of K–12 Schools : Centering Critical Research on Racism ». Review of Research in Education 41, no 1 (mars 2017) : 182–202. http://dx.doi.org/10.3102/0091732x16686949.
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While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K–12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K–12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K–12 school context that examine racism. As we categorized the literature, we built on a theory of the “new racism”—a more covert and hidden racism than that of the past—and grouped the articles into two main sections: (1) research that brings to light racism’s permanence and significance in the lives of students of Color through manifestations of what we conceptualize as (a) evaded racism, (b) “antiracist” racism, and (c) everyday racism and (2) research focused on confronting racism through racial literacy and the resistance of communities of Color. In our conclusion, we articulate suggestions for future directions in education research that include a more direct acknowledgement of racism as we attend to the experiences and needs of K–12 students of Color.
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Palmer, Emily Lilja, et Karen Seashore Louis. « Talking about Race : Overcoming Fear in the Process of Change ». Journal of School Leadership 27, no 4 (juillet 2017) : 581–610. http://dx.doi.org/10.1177/105268461702700405.
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Purpose We investigated the way in which structured, multiyear conversations about race and institutional racism occurred in suburban secondary schools with changing racial demographics. Research Framework The study draws on interpretive research traditions, in that we assume that how teachers understand race and racism will influence how they work with colleagues and students. As such, the research examines to what extent talking about race and learning about institutional racism affects educators’ mental models and their classroom practices. Method Secondary schools in three districts that had participated in ongoing professional development related to racial equity were selected. Grounded theory methods were used for data collection, coding, and analysis of interviews with teachers and administrators. Findings This study revealed that principal leadership affected teachers’ engagement in this work. When this occurred, teachers made meaningful changes in classroom practices and their school communities. The primary findings of the study are: (1) fear of being considered racist was a barrier for White teachers and administrators that impeded collective focus on racial achievement gaps; (2) principals’ deep personal engagement over a period of several years encouraged a process of confronting and mitigating this fear, and helped teachers engage with the implications of race for school and classroom practices. Significance Discomfort, a critical element in confronting racial inequities in schools, requires school leaders, particularly principals, to authentically participate and engage in order to foster teacher change.
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Crutchfield, Jandel, Kate L. Phillippo et Andy Frey. « Structural Racism in Schools : A View through the Lens of the National School Social Work Practice Model ». Children & ; Schools 42, no 3 (1 juillet 2020) : 187–93. http://dx.doi.org/10.1093/cs/cdaa015.
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Abstract Structural racism—implicitly discriminatory practices and policies that have negative consequences for individuals and groups of color—is a powerful force in contemporary American society, including in our public education system. This article explores the potential for school social workers (SSWers) to address structural racism through the use of the national school social work (SSW) practice model as a tool to guide systemic, ecologically oriented intervention within schools and educational policy spaces. In this article, the authors review data on racial disparities in educational attainment, placement, opportunity, and discipline practices that have led to increased attention to structural racism in schools. They then discuss and describe the national SSW practice model and its suitability for the structural interventions in response to structural racism in schools. Finally, they provide recommendations for how SSWers can respond effectively to this pressing social problem. These recommendations include a list of resources for addressing structural racism.
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Radford, Peter. « Tackling racism in schools : Three starting points ». SecEd 2021, no 2 (2 mai 2021) : 14–15. http://dx.doi.org/10.12968/sece.2021.2.14.
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How is your school tackling racism? Is it working? How do you know? Ahead of September's inaugural National Schools' Human Rights Conference, Peter Radford looks at three principles that should underpin your school's anti-racism work
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Fuller-Hamilton, Asia. « The Circular Conversation Around Racism and the Actions Necessary for Racial Change ». Urban Education 54, no 5 (27 juin 2018) : 760–63. http://dx.doi.org/10.1177/0042085918783831.
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In an ever-changing, racially-charged society, topics of race and racism are frequently being broached in schools. However, reaching the desired racial change after engagement in these discussions on race and racism requires concerted intention on the part of educators and stakeholders. While there is no specific formula in moving toward more racially just environments in our schools, educational leaders must acknowledge barriers, such as institutionalized racism, neutrality, and colorblindness, which serve as veils of oppression, in order to keep discourse on race and racism from becoming circular in nature
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Fahd, Kiran, et Sitalakshmi Venkatraman. « Racial Inclusion in Education : An Australian Context ». Economies 7, no 2 (1 avril 2019) : 27. http://dx.doi.org/10.3390/economies7020027.
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Racism in various forms exists worldwide. In Australia, racism is inextricably linked to the history of Australian immigrants and early setters. Although the Australian education system has adopted inclusive education, evidence shows several incidents of racial exclusion. With the public education system experiencing an increased cultural diversity in student population, schools are required to develop inclusive education policies. While policies related to disability inclusion have been in practice for many years, only recently has there been an increasing awareness of racial inclusion. This research paper explores the importance of racial inclusion in education by examining the causes and effects of racial exclusion in the Australian education context. This paper considers existing practices at the national level and in schools to explore racial discrimination. It identifies the factors contributing towards racism and proposes a framework employing key strategies at the macro, meso and micro levels to achieve racial inclusion in education. It also suggests opportunities based on research to strengthen the response against racism.
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Nixon, Jade, Sefanit Habtom et Eve Tuck. « Rupture, not injury : reframing repair for Black and Indigenous youth experiencing school pushout ». Journal of Visual Culture 21, no 1 (avril 2022) : 132–60. http://dx.doi.org/10.1177/14704129221088300.
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In this article, the authors describe their multi-year youth participatory action research project, Making Sense of Movements (MSOM), with Black and Indigenous high school students in Toronto. Youth co-researchers in MSOM designed a study on school pushout that reveals the pervasiveness of racism in schools and the inadequacy of responses to racist incidents by school personnel. School staff and teachers often treat racist incidents as isolated events that can be easily resolved. However, the authors situate Black and Indigenous students’ experiences of racism in their high schools within the ongoing legacies of settlement and slavery. Learning from Black and Indigenous feminist theories of rupture and refusal – see Hartman’s Scenes of Subjection: Terror, Slavery, and Self-Making in Nineteenth-Century America (1997); Simpson’s Mohawk Interruptus: Political Life across the Borders of Settler States (2014); and Tuck and Yang’s ‘Decolonization is not a metaphor’ (2012) – the authors invite readers to reframe the assumed ease and completeness of repair. They theorize racism and antiblackness as a rupture rather than an injury, which has important implications for school policy and how schools address racism. By moving beyond reparative frameworks, the authors engage rupture as a more meaningful starting place.
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Campbell, Erica. « Critical Race Theory : A Tool to Promote an Anti-Racist Pedagogy ». Urban Social Work 7, no 1 (1 juin 2023) : 43–55. http://dx.doi.org/10.1891/usw-2022-0005.
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There has been much controversy surrounding critical race theory (CRT) and the discussion of race and racism in education. The national emergence of racial injustices such as state-sanctioned violence, police killings of people of color, schools’ pipeline to prison, and COVID-19 racial disparities, in addition to racial justice movements such as #BlackLivesMatter, #SayHerName, and #BlackAndMissing has ignited the need for the social work profession to bring awareness to the pervasiveness of race and to fully acknowledge the role of white supremacy on education, social systems, institutions, legal systems, and culture. This article highlights the need for social work education to develop anti-racist education and practice and increase awareness of white supremacy in the United States. In addition, this article suggests the value of infusing CRT as an anti-racist pedagogy and tool to teach race, actively oppose racism, and organize social change.
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Andrews, Dorinda J. Carter. « Black Achievers’ Experiences with Racial Spotlighting and Ignoring in a Predominantly White High School ». Teachers College Record : The Voice of Scholarship in Education 114, no 10 (octobre 2012) : 1–46. http://dx.doi.org/10.1177/016146811211401002.
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Background/Context Despite a history of racial oppression and degradation in U.S. schools, African Americans have responded to racism and discrimination in ways that promote educational attainment and school success. Many Black adolescents have been empowered to succeed academically partly because of their awareness of racist practices in education and society. This empowerment to succeed in the face of racism is also seen as resiliency. A growing body of research suggests that despite experiencing racism in schools, many African Americans possess an achievement ethos that demands a commitment to excellence; despite experiencing racism as a stressor, these students develop resilient strategies for resisting racism in the school context. Purpose/Objective/Focus of Study The purpose of this study was to understand the adaptive behaviors that high-achieving Black students employed in a predominantly White high school to maintain school success and a positive racial self-definition. The focus of this article is to examine how these students describe, understand, and respond to experiencing racial microaggressions in classroom, social, and extracurricular domains within their school. Research Design The article includes data from a yearlong qualitative investigation of high-achieving Black students in a predominantly White high school. The author analyzed interview data, participant observations, and field notes and used a grounded theory approach to analyzing the data to arrive at an understanding of how students perceived experiences with racial microaggressions in their school. Findings/Results Findings indicate that students experienced racial microaggressions in the form of sometimes being spotlighted because of their race (i.e., racial spotlighting) and sometimes being ignored because of their race (i.e., racial ignoring). Students managed these experiences by utilizing a variety of resilient strategies that represent varying degrees of resistance. The use of these behavioral strategies demonstrates their resilience not only to racism but also to a school climate in which racism acts as a structural barrier to potentially constrain or impede achievement. These strategies allow students to effectively navigate within and across classroom and nonclassroom domains despite experiencing racial discrimination and to acquire and maintain school success without rejecting their racial identity. Conclusions/Recommendations The article concludes with implications for teacher education and creating culturally inclusive school and classroom environments. The article challenges educators to critically examine the relationships between race, racism, Whiteness, and teaching and learning. Specifically, recommendations are offered for preservice teacher preparation and in-service teacher professional development.
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Rosales, René León, et Rickard Jonsson. « Skolan som antirasistiskt rum ? » Educare - vetenskapliga skrifter, no 4 (16 décembre 2019) : 1–15. http://dx.doi.org/10.24834/educare.2019.4.1.
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Education and knowledge production have often been portrayed as the worst enemies of racism and xenophobia. However, such claims can be misused to create a narrative of modern educational institutions being “free” from racism and, in worst case scenarios, contribute to hiding the ongoing discriminatory practices in schools. This paper provides a review of Swedish research on migration, ethnicity and racism in schools and introduces the key topics in this special issue of Educare. We explore examples of colour blindness in Swedish classrooms and experiences of meeting racism in school. Further, we investigate how racism and discrimination can be expressed in a school's everyday life without anyone necessarily having malicious intentions. With this, we contribute to understanding that various exclusionary practices based on ethnicity and race can occur even in school settings that promote diversity and anti-racism.
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Auld, Glenn. « Is There a Case for Mandatory Reporting of Racism in Schools ? » Australian Journal of Indigenous Education 47, no 2 (1 août 2017) : 146–57. http://dx.doi.org/10.1017/jie.2017.19.
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This paper explores how the colonial hegemony of racism in Australia could be disrupted in schools by introducing mandatory reporting of racism by teachers in Australia, and addresses the benefits and risks of mandatory reporting of racism. Using Aboriginal and Torres Strait Islanders as a case study, the ongoing prevalence of racism in schools is established. I then draw on the literature associated with teachers’ mandatory reporting of child abuse and neglect to construct racism as a form of emotional abuse of children. The complexity of racism as evidenced from the literature limits the mandatory reporting to interactional racism by teachers as an antiracist practice. The justification for mandatory reporting covers the emotional stress caused by racism to students and can also be extended to support Aboriginal and Torres Strait Islander staff in schools. The evidence of learning success where antiracism strategies have been introduced in schools, the opportunity to normalise bystander antiracism by teachers, and the alignment of this reporting initiative with the professional standards of teachers together support a case for mandatory reporting of racism in schools. The arguments against mandatory reporting of racism draw on the generative practices of teachers integrating antiracist discourses in schools.
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Heaton, Adam P. « The Importance of Students Engaging in Anti-Racism Education : A Case Study ». World Journal of Educational Research 6, no 2 (29 mai 2019) : p349. http://dx.doi.org/10.22158/wjer.v6n2p349.
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While adults generally acknowledge that children are susceptible by what they see and hear in their social surrounds, many do not believe children can be shaped by racist discourse. Based on anti-racism learning outcomes achieved among two cohorts of 12-14-year-old Grade Eight students—the entirety of who initially held racist perspectives of Aboriginal Australians, this paper argues the need for schools to engage all students in anti-racism education.
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Bernardo, Teresinha. « Persistence and transformations of Brazilian racism ». Anuac 3, no 1 (28 juin 2015) : 58–63. http://dx.doi.org/10.7340/anuac2239-625x-150.
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The study of race relationships carried aout by the Author in São Paulo, Brazil, in three field researches, one of them still in progress, clearly shows the perpetuation of the racial democracy myth, one of the main pillars on which was developed the Brazilian national consciousness. However, the harmony between whites and blacks and between whites and indians is only apparent and although the Brazilians say they are not racist, the racism is very strong in Brazil, but is projected on the Other. At present there are two main schools of thought: those who affirm the existence of harmony between the different pillars of civil society, and those who affirm the existence of racism, sometimes covered but underlined by the policies of whitening of certain sectors of society.
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Cornell, Dennis. « Teaching Anti-Racism to White Social Work Students ». Advances in Social Work 23, no 2 (30 janvier 2024) : 278–94. http://dx.doi.org/10.18060/26267.
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Social work education has traditionally been focused on Whiteness with evidence-based anti-racism practices not commonly taught in social work courses. Utilizing the six anti-racism intervention categories found in the literature review, while incorporating the anti-racism frameworks of learning/unlearning socially conditioned racism, this practice application article focuses on developing an anti-racism MSW course for a university. Additionally, suggestions to infuse anti-racism practices throughout the entirety of an MSW program are introduced. This approach will allow students to develop a more anti-racist mindset throughout their MSW studies. A two-day anti-racism workshop is also proposed which can be used for students or professionals in schools, organizations and companies for community teaching or continuing education.
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Beasley, Jordon J., Kara P. Ieva et Sam Steen. « Reclaiming the System : Group Counseling Landscape in Schools ». Professional School Counseling 27, no 1a (mars 2023) : 2156759X2311607. http://dx.doi.org/10.1177/2156759x231160715.
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Postpandemic culture has provided educators the opportunity to rebuild and reclaim the education system from its very foundation. Pioneering researchers in school counseling have begun reexamining what antiracist school counseling programs look like and providing school counselors practical recommendations for addressing racism and dismantling racist policies and procedures in their schools. This article disseminates findings from a quantitative research study that examined how school counselors are currently utilizing the lens of power, privilege, and intersectionality in their implementation of small groups in their schools. The results indicated that about half (52%) of participants are implementing small-group counseling through this lens while the other half are not. Further results showed that, demographically, school counselors who identified as Black or African American are more likely to do this critical work. We discuss implications for practitioners as they explore their own racial identity and battle racial inequities in schools.
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Kennelly, Jacquelyn-Marie, et Stella Mouroutsou. « The Normalcy of Racism in the School Experience of Students of Colour : “The Times When It Hurts” ». Scottish Educational Review 52, no 2 (27 mars 2020) : 26–47. http://dx.doi.org/10.1163/27730840-05202010.
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This paper focuses on racism in Scottish schools drawing on data from focus groups with secondary students of colour. The study explores racial inequity in schools through students’ reflections on enactments of bias and privilege. Findings demonstrate that 1) students of colour experience racism but race is being ignored or deflected in their interactions in schools; 2) students feel discriminated against due to race; and 3) they do not feel that they are heard and supported by their school. Employing a Critical Race Theory perspective, the article argues for the necessity of race talk in schools and the need for student voice. The study concludes with implications for teachers, research, and education policy, and suggestions for more explicit focus on race in the classrooms, curriculum and policies.
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Saymuah Stone, Sara, Capricia Bell, Ashleigh Peoples, Manvir Sandhu, Suma Alzouhayli et Katherine G. Akers. « Racism in medicine : A qualitative study on the impact of discussion among medical students ». MedEdPublish 11 (29 novembre 2021) : 5. http://dx.doi.org/10.12688/mep.17424.1.
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Background: This study evaluated the impact of the Racism in Medicine Summit on student perceptions of various topics related to racism in medicine. The Summit was organized at the Wayne State University School of Medicine (WSUSOM) to educate students, faculty and staff on how structural racism affects the residents of Detroit and the historical relationship between healthcare and vulnerable populations. The Summit aimed at providing context for what students in Detroit will encounter as physicians-in-training and the skills they will need to master while working within similar communities. Methods: Qualtrics surveys were created and distributed via email to attendees before and after the event. Responses were obtained via Likert scale and open-text questions. Results: A total of 342 out of 445 participants (77%) completed both the pre- and post-survey. Quantitative analysis in post-survey responses revealed more familiarity among participants regarding specific instances of racism in the history of medicine, greater extent of thinking the history of racism impacts present-day Detroit residents, greater extent of thinking that racism influences medical care and/or medical outcomes, and belief that racism is reflected in medical research, compared to pre-survey responses (p < 0.001). Participants also reported more often considering racial or societal influences when studying medicine and more knowledge of what they can do to combat racism as a student and physician (p < 0.001). Qualitative analysis revealed seven themes among participants: the history of racism in medicine, personal reflection, racism in research, bias and microaggression, actions to take against racism, resources for anti-racist education, and racism in medical education. Conclusions: Demonstrable changes in medical student attitude and awareness surrounding topics of racism and healthcare were achieved after the Racism in Medicine Summit. This can serve as a model for other medical schools to raise awareness about racism in medicine.
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Blaisdell, Benjamin. « Schools as racial spaces : understanding and resisting structural racism ». International Journal of Qualitative Studies in Education 29, no 2 (20 mai 2015) : 248–72. http://dx.doi.org/10.1080/09518398.2015.1023228.
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Davalos, Laura, et Darin Stockdill. « Educational Equity Issues in Chicago Public School Selective Enrollment Schools ». Undergraduate Journal of Service Learning & ; Community-Based Research 13, no 1 (11 mai 2022) : 15–32. http://dx.doi.org/10.56421/ujslcbr.v13i1.411.
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On the surface, the Chicago Public Schools (CPS) selective enrollment system seems to provide students with many opportunities and offers students access to a quality education at high-performing schools. Recently, however, both students and teachers have been speaking up about discrimination at these schools. This paper will evaluate the different types of discrimination that students experience within the top five selective enrollment schools and discuss possible solutions to ending discrimination. This paper specifically examines the question: How do students with marginalized identities actually experience educational equity, or the lack of equity, in selective enrollment schools, in particular in Chicago Public Schools? Qualitative methods were used to analyze the student experience at these schools. We collected data from instagram posts from BIPOC Instagram pages from four of the five schools that were studied. Teacher interviews and local school council meetings were also used to gather information on the student experience at these schools. From these sources we found that racism and other forms of discrimination from teachers and staff members often can make students feel as if they are not wanted or do not belong at their high school. This paper also explores possible solutions for these issues of discrimination, which include anti-racist staff training, minority teacher recruitment/retention, listening to student input, anti-racist curriculum and creating an anti-racist culture at schools.
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Godreau, Isar, et Hilda Llórens. « ‘Pulling Up Myths from the Root:’ Designing and Implementing an Anti-Racist Curriculum About the African Heritage for Third Graders in Puerto Rico ». Practicing Anthropology 32, no 1 (25 décembre 2009) : 26–31. http://dx.doi.org/10.17730/praa.32.1.0614t6q873182418.
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When defining the foundations of Puerto Rico's national culture, indigenous Taínos and Spanish influences are often referred to as the first and second roots respectively. African heritage is known as "the third root." This ranking reveals deeply entrenched racial hierarchies that position blackness as the least important or desirable element of Puerto Rican identity. This article is based on a five-year ethnographic research project that documents the impact of this racial hierarchy in the third grade classroom in order to provide educational materials to deal with the problem of racism in Puerto Rico. Here, we describe the research carried out with third graders, teachers, and parents in two elementary schools. We discuss the findings and elucidate the challenges faced in conceptualizing and designing an anti-racist intervention in one of the schools.
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Santoro, Doris A., Julia Hazel et Alberto Morales. « Cultivating anti-racist professional cultures that support educators of color ». Phi Delta Kappan 104, no 1 (29 août 2022) : 22–27. http://dx.doi.org/10.1177/00317217221123645.
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Maine’s Portland Public Schools has for years been committed to racial equity, but that commitment has been both an asset and a barrier to making the district hospitable to educators of color. The district’s progressive and anti-racist stance led many white educators to assume that their colleagues did not experience interpersonal or institutional racism. However, when Doris Santoro, Julia Hazel, and Alberto Morales interviewed educators throughout the district they found that experiences of racism were pervasive. Knowing that white educators might tend to deny that reality and not wanting to further burden the district’s educators of color with sharing their trauma or observing their colleagues’ ignorance, they undertook a deliberate process to share their findings in ways that considered the needs of all educators in the system.
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Goldberg, David Theo, Ramón Grosfoguel et Eric Mielants. « Field of Dreams ». International Journal of Comparative Sociology 47, no 3-4 (août 2006) : 259–80. http://dx.doi.org/10.1177/0020715206065783.
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This article examines the complicity of academic paradigms and public policies with racist discourses and racial discrimination in the United States. From the most overt racial segregation policies and biological racist discourses to the most recent and covert forms of ‘color-blind racism’, the article discusses the shifting forms of racial discrimination and academic paradigms in the US. The first part discusses mainstream academic schools of thought relating to race and ethnicity in the US. The second part provides a brief history of public policies related to race. Given the myth of the US as a land of equal opportunities for migrants from all over the world, race and ethnic based paradigms are frequently conflated with migration theories. Both are examined in the article.
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Perez-Aronsson, Fanny. « ”Åh vad kul, nu börjar det invandrare på skolan!” ». Educare - vetenskapliga skrifter, no 4 (16 décembre 2019) : 71–95. http://dx.doi.org/10.24834/educare.2019.4.4.
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This article criticizes the idea of schools as institutions of anti-racist knowledge and values, as well as schools as institutions of equal opportunity for all students, by examining how youths retell experiences of racism within the Swedish education system in online discussion fora. The study focuses on youths’ experiences of racism in meetings with teachers, in particular, as teachers are positioned as representatives of schools and often regarded as carriers of anti-racist knowledge and values to be taught to their pupils. Using a phenomenological approach, the study focuses how pupils attempt to reproduce institutional life lines promoting school success and upwards social mobility and how such attempts are interrupted by teachers, all the while forcing the pupils to embody a “happy diversity”. The article uses netnographic data from two online forums for racialized youth to highlight their experiences as shared online in a “safe space”, created specifically for them, and how such spaces constitute an alternative educational space beyond the limitations and regulations of their everyday school environments.
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Beasley, Jordon J., et Kara P. Ieva. « School Counselors and Principals Serving as Co-Conspirators for Antiracist Program Evaluation ». Professional School Counseling 26, no 1c (15 novembre 2022) : 2156759X2211346. http://dx.doi.org/10.1177/2156759x221134671.
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Principals and school counselors, as advocates and leaders, have a moral and ethical imperative to interrogate and disrupt the educational inequities pervading P–12 schools. Trained in data collection, disaggregation, and analyses, principals and school counselors must utilize their knowledge and skills in program evaluation to challenge systemic racism, advocate for marginalized students, and collaborate with key stakeholders to dismantle racist policies and practices taking place in classrooms, schools, and broader communities. Program evaluation practices are tools that school counselors and principals can use to bridge social capital by inviting historically marginalized groups of people to have their voices be heard and have a seat at the table where decisions are being made. In this article, we present an Antiracist Program Evaluation Cycle as a framework for school counselor and principal collaboration, with recommendations to disassemble institutional racism that exists within schools and communities.
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Anderson, Riana Elyse, Farzana T. Saleem et James P. Huguley. « Choosing to see the racial stress that afflicts our Black students ». Phi Delta Kappan 101, no 3 (28 octobre 2019) : 20–25. http://dx.doi.org/10.1177/0031721719885911.
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Racial stress and trauma negatively impact the psychological and academic outcomes of Black youth. Riana Elyse Anderson, Farzana Saleem, and James Huguley encourage parents and teachers to explore racial experiences and resulting stress and trauma through racial socialization, or competent conversations and behaviors regarding race and racism, to reduce problematic outcomes. They highlight opportunities for schools, teachers, and families to: 1) create a racial climate at school that affirms discussions about race, racial identity, racism, and coping options; 2) increase teacher training to foster competent classroom practices; and 3) foster safe and supported opportunities for growth for all, including teachers, parents, and students.
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Riley, Ann T., Kirby Bewley, Renea L. Butler-King, Lisa G. Byers, Christina R. Miller, Jennifer E. Dell et Charlotte J. Kendrick. « Finding Shelter in the Storm ». Advances in Social Work 21, no 2/3 (23 septembre 2021) : 898–919. http://dx.doi.org/10.18060/24117.
Texte intégralRésumé :
This paper presents the case study of a 100+ year old school of social work recently shaken by acts of racial aggression targeted toward our Black/African American community. Following campus incidents that received national attention, minority social work students urged faculty to organize action to voice values of equity and justice, and to provide an intentional safe space within our school. In response, a volunteer faculty committee dedicated themselves to the group’s formation and implementation of the Undoing Racism Principles from the People’s Institute for Survival and Beyond (PISAB, n.d.), beginning internally and expanding outward. Representing multiple identities and positionalities of power, committee members use these principles to process our privilege. We reflect on our journeys with racism as social work educators and as individuals who are, and have been, influenced by internalized historical and contemporary racism. Guided by Pedagogy of the Oppressed (Freire 1970/ 2002) and Critical Race Theory (Sulé, 2020), the praxis of reflecting in-and-on our work has evolved (Schön, 1983, 1987). Authors share their personal experiences, professional impacts, and efforts to implement anti-racist pedagogy. Contextual implications for schools of social work that aim to become anti-racist within their implicit and explicit curricula are provided by this case study.
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Khalifa, Muhammad A., et Felecia Briscoe. « A Counternarrative Autoethnography Exploring School Districts’ Role in Reproducing Racism : Willful Blindness to Racial Inequities ». Teachers College Record : The Voice of Scholarship in Education 117, no 8 (août 2015) : 1–34. http://dx.doi.org/10.1177/016146811511700801.
Texte intégralRésumé :
Background Racialized suspension gaps are logically and empirically associated with racial achievement gaps and both gaps indicate the endurance of racism in American education. In recent U.S. Department of Education and the U.S. Office of Civil Rights data, it was revealed that nationally, Black boys are four times more likely to be suspended than White boys. In some geographic areas and for certain offenses, some intersections of race, class, and gender are dozens of times more likely to be suspended for than others. Although most educational leaders and district-level official express disapproval of racism in schools, racialized gaps in achievement and discipline stubbornly persist. Purpose/Objective The purpose of this study was to examine how school district-level administrators react to investigations and indications of racism in their school districts. It is relevant because in many school districts that have disciplinary and achievement gaps, the administrators ostensibly and publically express a hope to reduce or eliminate the racist trends. Yet, one administration after another, they seem unable to disrupt the racially oppressive discipline and achievement gaps. In this study, we examined administrators’ responses to our requests about their districts’ racialized disaggregated disciplinary data, and their responses to our sharing of our findings with them. We use counternarrative autoethnography to describe that school district administrators play a significant role in maintaining practices that reproduce racial oppression in schools. Setting This study was conducted in large urban school districts in Texas. The profiled districts were predominantly Latino; however one district was over 90% Latino and the other just slightly more than half with sizable White and Black student populations in some schools and areas. Participants As this is an autoethnography, we are the primary participants of this study; we interrogate our experiences with school district administrators in our investigations of racial disciplinary gaps. Research Design Our autoethnography is counternarrative, as it counters bureaucratic narratives of impartiality, colorblindness, and objectivity espoused by school districts. In addition to our own self-interviews, we base our counternarrative on the examination of 11 phone calls and 35 email exchanges with district administration, and on field-notes taken during seven site visits. These collective experiences and data sources informed our counternarratives, and led to our findings. Our research encompasses three phases. The initial phase was our attempt to obtain disciplinary data from various school districts in Texas. Only two school districts made the data accessible to us, despite being legally obligated to do so. For the second phase of our study we calculated risk ratios from those two school districts to determine how many more times African Americans and Latinos are suspended than Whites in all of the schools of TXD1 and TXD2. The third phase was the district administrators’ reactions to our presentation of our findings in regards to their district schools with the most egregious disciplinary gaps. Based on the administrative responses to them, we thought that it was important to highlight our experiences through a counternarrative autoethnography. Conclusions From our qualitative data analysis we theorize three bureaucratic administrative responses contributed to the maintenance of racism in school—(1) the administrators discursive avoidance of issues of racial marginalization; (2) the tendency of bureaucratic systems to protect their own interests and ways of operating, even those ways of operating that are racist; and (3), the (perhaps inadvertent) protection of leadership practices that have resulted in such racial marginalization. These responses were enacted through four technical–rational/bureaucratic administrative practices: subversive, defensive, ambiguous, and negligent.
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Xavier, João Paulo. « In my skin : racial education and post abyssal thinking of black aesthetics ». Gragoatá 26, no 56 (29 septembre 2021) : 912–34. http://dx.doi.org/10.22409/gragoata.v26i56.51598.
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This work, which is a fragment of a research that has been discussed in lectures and presented separately in other journals and books, examines through the lens of critical racial literacy, the discrimination, tension, and racism experienced by Afro-Brazilian persons due to the aesthetics of their phenotypic traits. The theoretical framework draws on Critical Race Theory (LADSON-BILLINGS, 1998; FERREIRA, 2014) and Epistemologies of the South (SANTOS, 2014) which provided the basis for data analysis. The methodology for data gathering was autobiographical narratives provided by the informants, who were selected due to their experiences of the subject. The primary research instrument was an online questionnaire, voluntarily and anonymously, answered by the participants. The results show that black people in Brazil face issues of race and racism in their own homes, at schools and universities as students, as well as in their working environments. The discussion is pertinent to the field of Applied Linguistics and Education as it highlights the paramount importance of developing a critical racial literacy at schools, which can address these issues and overcome racism from a variety of perspectives.
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Grigg, Kaine, et Lenore Manderson. « Developing the Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES) ». Educational and Developmental Psychologist 32, no 1 (20 avril 2015) : 71–87. http://dx.doi.org/10.1017/edp.2015.7.
Texte intégralRésumé :
Existing Australian measures of racist attitudes focus on single groups or have not been validated across the lifespan. To redress this, the present research aimed to develop and validate a measure of racial, ethnic, cultural and religious acceptance — the Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES) — for use with children, adolescents and adults. Interviews and focus groups were conducted with 30 adolescents in Victoria, Australia, to develop the instrument, which was pilot tested with eight children. The novel 34-item scale consists of three subscales (Accepting Attitudes — 12 items; Racist Attitudes — 8 items; Ethnocentric Attitudes — 4 items) and a 10-item measure of social desirability. The instrument was tested with 296 Victorian school children, 182 adolescents and 120 adults from the Australian community, with data modelled and analysed utilising classical test theory and item response theory. Estimates of internal consistency reliability and factorial, construct, convergent and discriminant validity support the measure. The instrument is the first general attitudinal measure of racial, ethnic, cultural and religious acceptance to be designed and scientifically validated within the Australian context. RACES can be utilised across the lifespan to evaluate attitudes towards all racial, ethnic, cultural and religious groups. RACES has potential to be widely utilised to evaluate anti-racism and pro-diversity interventions implemented within schools and throughout the community, enabling the development of a strong evidence base for initiatives to reduce community levels of racism. However, future research is needed to confirm the psychometric properties and establish the temporal stability of the scale prior to dissemination throughout Australia.
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Atkinson, Petah, Marilyn Baird et Karen Adams. « Intersectionality Based Policy Analysis of How Racism is Framed in Medical Education Policies Guiding Aboriginal Health Curriculum ». Journal of the Australian Indigenous HealthInfoNet 4, no 2 (2023) : 1–28. http://dx.doi.org/10.14221/aihjournal.v4n2.4.
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Introduction: Racism has a profound impact on health inequities for Aboriginal and Torres Strait Islander people. Australian medical schools are required to include Aboriginal and Torres Strait Islander health curriculum in their medical courses and policies have been developed to support this work. Methods: The research question was: how is racism framed in medical education policies guiding Aboriginal and Torres Strait Islander health curriculum for entry-level medical courses? Applying an Indigenous Research Paradigm and Intersectionality Based Policy Analysis, three key policies were analysed: Australian Medical Council (AMC) Standards for Assessment and Accreditation of Primary Medical programs; Aboriginal and Torres Strait Islander Health Curriculum Framework (ATSIHCF); Committee of Deans of Australasian Medical Schools Indigenous Health Curriculum Framework (CDAMS). Results: The AMC standards did not refer to racism, while CDAMS and ATSICF supported the notion that teaching students about racism would lead to reduced racism or increased anti-racism in healthcare practice. However, both policies’ learning objectives lacked inclusion of critical reflection required to inform responsive action to racism. As the CDAMS and ATSIHCF were not mandated, there is little accountability for medical schools to implement either of the curriculum policies. Conclusion: Realising the goal of medical practitioners who understand racism and practice anti-racism requires a multi-layered approach. This involves evidence-based teaching about racism and anti-racism, Aboriginal and Torres Strait Islander leadership in curriculum development, inclusion of racism and anti-racism in medical school accreditation standards, and development of student critical reflection skills. Importantly, education and health institutions need to value and model anti-racism.
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Theoharis, George, et Marcelle Haddix. « Undermining Racism and a Whiteness Ideology ». Urban Education 46, no 6 (22 août 2011) : 1332–51. http://dx.doi.org/10.1177/0042085911416012.
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This article reports on six White urban principals who came to administration with a commitment to create more equitable and excellent schools for students from marginalized communities. These leaders made strides in raising student achievement, creating a climate of belonging for students, staff, and families, and increasing access to learning opportunities for marginalized students. The analysis sought to address the following research question: “In what ways do White leaders who make significant progress in creating excellent and equitable schools include race and racial issues in their leadership?” Five aspects of these leaders’ work around undermining racism and a Whiteness ideology are highlighted.
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Harris, Angela P. « Reproducing Racism : White Space, Elite Law Schools, and Racial Inequality ». Contemporary Sociology : A Journal of Reviews 38, no 2 (mars 2009) : 186–88. http://dx.doi.org/10.1177/009430610903800246.
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Pizarro, Marcos, et Rita Kohli. « “I Stopped Sleeping” : Teachers of Color and the Impact of Racial Battle Fatigue ». Urban Education 55, no 7 (23 octobre 2018) : 967–91. http://dx.doi.org/10.1177/0042085918805788.
Texte intégralRésumé :
Racial battle fatigue (RBF) has been operationalized as the psychological, emotional, and physiological toll of confronting racism. In this article, RBF is used to analyze the toll of racism on teachers of Color who work within a predominantly White profession. We present counterstories of justice-oriented, urban, teachers of Color who demonstrate racism in their professional contexts as a cumulative and ongoing experience that has a detrimental impact on their well-being and retention in the field. We also share their strategies of resilience and resistance, as they rely on a critical community to persist and transform their schools.
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Johnson, Darius O., Briana Markoff et Dorinda J. Carter Andrews. « Resisting racism in school ». Phi Delta Kappan 104, no 7 (avril 2023) : 18–24. http://dx.doi.org/10.1177/00317217231168258.
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Darius O. Johnson, Briana Markoff, and Dorinda J. Carter Andrews examined data from focus groups conducted with more than 60 Black boys in midwestern high schools to learn how teachers and schools can refuse antiblackness and reimagine futures for Black boys in school. Black boys and young men want safe school environments and will create safe communal spaces when needed. They seek teachers who are culturally relevant; they want to be able to trust their teachers; and they want to be their full, authentic selves at school. Findings show how educators can work within antiblack institutions toward reducing in-school suffering while working to create better futures for Black boys in school.
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Kehoe, John, et Ibrahim Alladin. « Racism in Canadian Schools : Untested Assumptions ». Canadian Journal of Education / Revue canadienne de l'éducation 21, no 4 (1996) : 453. http://dx.doi.org/10.2307/1494896.
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Granstedt, Lena. « Toolkit for Tackling Racism in Schools ». Journal of In-service Education 31, no 1 (1 mars 2005) : 211–24. http://dx.doi.org/10.1080/13674580500200357.
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Wang, Tengyi, Songze Lyu et Xuanyu Yang. « This Asian Guy has Coronavirus : Racial Discrimination Experienced by Asian International High School Students in the Northeastern United States ». Lecture Notes in Education Psychology and Public Media 5, no 1 (17 mai 2023) : 674–87. http://dx.doi.org/10.54254/2753-7048/5/20220761.
Texte intégralRésumé :
As the first case of COVID-19 was detected in Wuhan, China, the Novel Coronavirus pandemic has rapidly swept the world. As COVID-19 proliferated in the United States, the longstanding negative stereotypes of Asian Americans in society were revealed, and xenophobia among whites and non-Asian Americans was activated. During the pandemic, microaggression, negative bias, and violent crime significantly increased all Asian ethnic groups, especially in big cities and the northeastern United States. During this time, most literature focuses on the racial discrimination and mental health of Chinese/Asian college students. However, scant research explores Chinese/Asian high-school students in America, whose total number has risen dramatically in recent years. Therefore, this paper uses the snowball sampling method to conduct in-depth semi-structured interviews with 7 Asian high school students in the United States and tracked them for around one year, from September 2021 to October 2022. The purpose is to expose their real campus life and true racial discrimination feelings under COVID-19. The study found that Chinese high-school students seldom suffer from severe racism on campus. This is because private international schools in northeastern America are susceptible to racism. Their schools have strict anti-racial discrimination policies, severe punishment measures, and open channels for complaints to protect their students from racism. However, when Chinese high-school students are off campus, they are more likely to suffer intense hate incidents like weapon threats. Even though interviewees do not recognize that they or their friends have encountered extremely severe anti-Asian hate incidents, we should keep in mind that schools may control the public voice about racism on campus in order to keep their reputation and ranking, and therefore those serious events are not exposed to us.
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Solomon, R. Patrick. « School Leaders and Antiracism : Overcoming Pedagogical and Political Obstacles ». Journal of School Leadership 12, no 2 (mars 2002) : 174–97. http://dx.doi.org/10.1177/105268460201200205.
Texte intégralRésumé :
In this study school principals acknowledged the manifestations of racism within their schools, but their lack of conceptual clarity led to ambivalence and ambiguities in their practice of antiracism pedagogy. Stakeholders, such as teachers who resisted staff antiracism development initiatives and white parents who withdrew from racially diverse learning environments, further complicated this shortcoming. Principals’ limited conceptual knowledge of antiracism combined with the desire to maintain a culture of harmony restricted their interrogation of racist ideologies and power relations that are embedded in the social, cultural, and political structures of schools. This article recommends that to adequately prepare themselves for the conflictual terrain of antiracism pedagogy, school leaders must acquire adequate conceptual and theoretical knowledge that will inform their transformational tasks. They must also address the contentious issue of a staffing model that reflects racial diversity, that is, one that is supportive of staff development initiatives that tackle race equity and social justice within schools.
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Mansfield, Katherine Cumings, et Marina Lambrinou. « “This is Not Who We Are” : Students Leading for Anti-Racist Policy Changes in Alexandria City Public Schools, Virginia ». Educational Policy 36, no 1 (1 décembre 2021) : 19–56. http://dx.doi.org/10.1177/08959048211059214.
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This paper centers the voices of students who successfully struggled alongside justice-minded school board members and other concerned citizens to create anti-racist policy changes in Alexandria City Public Schools, Virginia. Specifically, we examine the history behind, and political processes involved with, changing the names of two local schools due to the racist political commitments of their namesakes. Lessons learned include the need to carefully structure the policy change process to include students, families, and other community members in critical dialog and amplify the voices of those most impacted by the structural racism that needs to be dismantled: The students.
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Offord, Adam. « Tackling discrimination in schools ». Children and Young People Now 2016, no 25 (6 décembre 2016) : 14. http://dx.doi.org/10.12968/cypn.2016.25.14.
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Duchscher, Towani Mahalia. « Seeking Race : Finding Racism ». Journal of the Canadian Association for Curriculum Studies 16, no 1 (31 août 2018) : 127–42. http://dx.doi.org/10.25071/1916-4467.40360.
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This article explores the somatic lessons that I have learned about race and racism from participating in schooling. Using arts-based research inquiry methods of storytelling, dance and poetry, I allowed my somatic knowledge of race to surface. In analyzing this emergent knowledge, I examined how the null curriculum in schools has influenced my own understandings of both race and racism. Here, I question how maintaining the status quo in school is perpetuating fractured self identities in students, as well as a social fractal of repeated racism in society. This article explores the interconnections between race and racism and the impact of erasure on student identity. By delving into and sharing my own personal experiences of race in school, this article aims to provoke educators to consider the impact of the choices made around diversity in schools.
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Goodwin, Michele, et Holly Fernandez Lynch. « INTRODUCTION Health Law and Anti-Racism : Reckoning and Response ». Journal of Law, Medicine & ; Ethics 50, no 1 (2022) : 10–14. http://dx.doi.org/10.1017/jme.2022.3.
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AbstractLaw and racism are intertwined, with legal tools bearing the potential to serve as instruments of oppression or equity. This Special Issue explores this dual nature of health law, with attention to policing in the context of mental health, schools, and substance use disorders; industry and the environment in the context of food advertising, tobacco regulation, worker safety, and environmental racism; health care and research in the context of infant mortality, bias in medical applications of AI, and diverse inclusion in research; and anti-racist teaching and practice in the context of building an interprofessional curriculum and medical-legal partnerships.
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Santos, Alexsandro do Nascimento, Isa Daniele Mariano de Souza Sá, Vanize Zambom Niederauer, Virgilio Lisboa Do Val, Eduardo Cardoso et Tarsila Roquete Fernandes de Oliveira Santiago. « Where is Anti-racist Education in the Political-Pedagogical Project of São Paulo's Elementary Schools ? » Concilium 23, no 2 (13 février 2023) : 697–711. http://dx.doi.org/10.53660/clm-781-23a42.
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The article dialogues with studies on race relations in basic education and with studies on implementation of educational policies and presents the results of qualitative research that aimed to identify and measure the available evidence of implementation of anti-racist educational practices in 86 public elementary schools in the city of São Paulo based on the analysis of their political-pedagogical projects. The methodology was based on the analysis of the content of these documents using the instrument Matrix for the Evaluation of the Political Pedagogical Project - Anti-Racist Education in Elementary Education (MAP³- EAEF). The results indicate that the evidence of the work to combat racism in school available in the Political Pedagogical Projects is fragile and insufficient. In particular, the commitment to objective goals of racial equity between blacks and non-blacks is not very explicit in the documents analyzed.
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Hayes, Derren. « Tackling the trauma of racism ». Children and Young People Now 2022, no 4 (2 avril 2022) : 16. http://dx.doi.org/10.12968/cypn.2022.4.16.
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Roegman, Rachel, Joni Kolman, A. Lin Goodwin et Brooke Soles. « Complexity and Transformative Learning : A Review of the Principal and Teacher Preparation Literature on Race ». Teachers College Record : The Voice of Scholarship in Education 123, no 8 (août 2021) : 202–47. http://dx.doi.org/10.1177/01614681211048657.
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Background: Racial inequities are a persistent reality in K–12 schools in the United States. There is a need for consensus and coordination between principals and teachers if they are to address the harm of racial inequities in education. Yet, despite this need and the interdependence of teachers and principals in schools, their preparation is profoundly distinct. Purpose: Although teacher and principal preparation practice and research are distinct, addressing racial inequities in K–12 students’ schooling experiences is central to the work within both professional arenas. In this literature review, we bring together these bodies of literature as we think about ways that preparation supports principals and teachers in developing skills, knowledge, and dispositions to counter racial inequities in their schools. We focus our review around one central question: In what ways does the teacher and principal preparation literature address candidates’ transformative learning around race? Research Design: This review focuses on peer-reviewed literature on race within teacher and principal preparation published between 2001 and 2018. We reviewed studies here that are: (1) empirical, (2) focused on principal or teacher preparation, (3) focused on preparing candidates around issues related to race or racial inequity, (4) published between 2001 and 2018, and (5) based in the United States. We ultimately identified 79 articles, 24 related to principal preparation and 55 related to teacher preparation. We drew on critical transformative learning theory to guide our analyses. Findings: Overall, we identified more commonalities between the two literatures than differences. Our review suggests that race is understood in three main ways: in terms of “difference,” “power,” and “racism.” Race-as-difference focuses on differences between individuals related to race or culture. Race-as-power emphasizes that these differences result from systemic oppressions. Race-as-racism centers racism and/or white supremacy. This review reveals complexities of transformative learning across three areas: how candidates’ backgrounds inform their learning; how clinical experiences present opportunities and constraints for learning; and how emotions influence learning. Recommendations: Preparation programs must educate teachers and principals about race-as-racism. Candidates need to come to understand the role of systemic racism in society and in schooling, beyond understanding individual differences. Critically, teacher and principal preparation faculties must work together across courses and experiences. Finally, there is a need for those who educate educators to receive preparation for this role.
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Fall, Madjiguene Salma Bah. « Introducing “Trans~Resistance” : Translingual Literacies as Resistance to Epistemic Racism and Raciolinguistic Discourses in Schools ». Societies 13, no 8 (14 août 2023) : 190. http://dx.doi.org/10.3390/soc13080190.
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Translingual students’ identities transcend multiple languages and cultural allegiances. Sociolinguistics widely discusses the linguistic and racial oppressions these students face in schools due to epistemic racism, which is often observed in the tension between their multilingual and multimodal communicative styles and language perspectives rooted in monolingual and monocultural ideologies. This paper expands on the literature that denounces epistemic racism, uses Raciolinguistics and New Literacy Studies as theoretical frameworks, and reports on the following inquiries: What are the characteristics of delegitimizing school stakeholders who become agents of epistemic racism in their interactions with translingual students? How do translingual students reject these agents’ marginalization? Critical focus groups, semi-structured and arts-based interviews, and emplaced observations were used to collect data, centering the identities and voices of participants. Two key findings emerged. First, school stakeholders with various roles, social power, and degree of impact epitomize epistemic racism through ideological discourses. Second, “Translinguals” resist through novel concepts for which I have coined the terms "Covert and Overt Transresistance,” enacted by the means of resisting transliteracies. The theoretical, research, and practical implications of these findings, along with recommendations for future research, are discussed.