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Artykuły w czasopismach na temat "Racism in education"
Adhikari-Sacré, Hari Prasad, i Kris Rutten. "When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education". Philosophies 6, nr 2 (11.06.2021): 48. http://dx.doi.org/10.3390/philosophies6020048.
Pełny tekst źródłaWelton, Anjalé D., Devean R. Owens i Eboni M. Zamani-Gallaher. "Anti-Racist Change: A Conceptual Framework for Educational Institutions to Take Systemic Action". Teachers College Record: The Voice of Scholarship in Education 120, nr 14 (listopad 2018): 1–22. http://dx.doi.org/10.1177/016146811812001402.
Pełny tekst źródłaPlayfair, Catherine, Garfield Hunt i Chrissie DaCosta. "Developing anti-racist undergraduate nursing education: themes and action". British Journal of Nursing 32, nr 15 (17.08.2023): 736–42. http://dx.doi.org/10.12968/bjon.2023.32.15.736.
Pełny tekst źródłaCosta, Daniele da Silva, Rayane Corrêa Pantoja i Waldir Ferreira de Abreu. "Relações etnico-racias: o pensamento decolonial e a prática pedagógica para uma educação antirracista". Revista Educação e Emancipação 14, nr 1 (29.03.2021): 111. http://dx.doi.org/10.18764/2358-4319.v14n1p111-138.
Pełny tekst źródłaKailin, Julie. "How White Teachers Perceive the Problem of Racism in Their Schools: A Case Study in “Liberal” Lakeview". Teachers College Record: The Voice of Scholarship in Education 100, nr 4 (styczeń 1999): 724–50. http://dx.doi.org/10.1177/016146819910000402.
Pełny tekst źródłaSeikkula, Minna. "Adapting to post-racialism? Definitions of racism in non-governmental organization advocacy that mainstreams anti-racism". European Journal of Cultural Studies 22, nr 1 (11.08.2017): 95–109. http://dx.doi.org/10.1177/1367549417718209.
Pełny tekst źródłaWetzel, Melissa Mosley, Annie Daly, Kira LeeKeenan i Natalie Sue Svrcek. "Coaching Using Racial Literacy in Preservice Teacher Education". Journal of Literacy Research 53, nr 4 (28.10.2021): 539–62. http://dx.doi.org/10.1177/1086296x211052246.
Pełny tekst źródłaPerez, Ebony N. "Faculty as a Barrier to Dismantling Racism in Social Work Education". Advances in Social Work 21, nr 2/3 (23.09.2021): 500–521. http://dx.doi.org/10.18060/24178.
Pełny tekst źródłaAndrews, Dorinda J. Carter. "Black Achievers’ Experiences with Racial Spotlighting and Ignoring in a Predominantly White High School". Teachers College Record: The Voice of Scholarship in Education 114, nr 10 (październik 2012): 1–46. http://dx.doi.org/10.1177/016146811211401002.
Pełny tekst źródłaRosiek, Jerry. "School segregation: A realist’s view". Phi Delta Kappan 100, nr 5 (22.01.2019): 8–13. http://dx.doi.org/10.1177/0031721719827536.
Pełny tekst źródłaRozprawy doktorskie na temat "Racism in education"
Pendakur, Vijay. "Asian American college students| Making racial meaning in an era of color-blind racism". Thesis, DePaul University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584790.
Pełny tekst źródłaSince the end of the Civil Rights era, a new paradigm has emerged for understanding race and racism in American society. This neoliberal hegemonic discourse argues that systemic racism ended with the abolishment of formal, juridical racism and that any continued investment in race is both unnecessary and deeply problematic. Critical race theorists have named this framework color-blind racism. In recent years, color-blind racist discourse has been repackaged under a "post-race" label and the election of America's first non-White president has only served to bolster notions that America might have somehow transcended race.
For college students, the undergraduate years are often a time of great intellectual, emotional, and spiritual upheaval and this instability makes college a prime site for examining individuals' meaning-making and identity formation processes. Students of color are no exception to this overall phenomenon and the literature on racial identity development speaks to the dramatic changes in self-concept that individuals of color often experience while attending college. One group of students of color, Asian American college students, are deeply understudied and there is little scholarly writing on Asian American college students' racial identity development process.
This dissertation is a qualitative study of the effects of color-blind racism on the racial identity meaning-making of Asian American college freshmen. Using a narrative inquiry methodology, the author conducted lengthy in-person interviews with nine participants. The emergent themes from the study indicate that the participants' racial meaning-making process was heavily laden with elements of the ethnicity paradigm of race, color-blind racist tropes, and Asian American racial tropes. The study results suggest that these participants' hold little in the way of racial identity consciousness, as Asian Americans, and that their heavy investment in ethnic identity works to support a color-blind racial frame. Furthermore, elements of color-blind racism and Asian American racial formation appear to interlock in unique ways to produce complicity with the logic of color-blind racism and support for key elements of White racial hegemony. Further research is needed on the effects of color-blind racism on the identity development of college students broadly, and on Asian American students specifically.
Frazer, Edorah. "Unlearning Racism:". ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/85.
Pełny tekst źródłaWheeler, 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.
Pełny tekst źródłaShimek, Rhonda. "Racism, education and the American Indian student". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003shimekr.pdf.
Pełny tekst źródłaMachado, Lúcia Helena de Assis. "Professores negros, experiências de discriminação, de racismo e pedagogias anti-racistas". Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/2569.
Pełny tekst źródłaThe presente work has a objective the a analysis by the memory and telling of personal and professional experiences of discriminations and racism lived by eight black teachers, for through them to understand the position accepted by the same teachers up against the racial question, or in the school circle or out of it. It also analizes how the discriminatitory experiences contribute in bigger or smaller grade for these teachers build anti-racism strategies or educations with the object to finish with the racial discrimination and prejudice. The position of the teachers varied between a combative position of fight, silence, refuse, face in the personal circle till the build of strategies, even if in the individual fighter field of discrimination.
O presente trabalho tem como objetivo a análise, por meio da memória e narrativa das experiências pessoais e profissionais de discriminação e racismo vividos por sete professoras e um professor negro, para através delas entender o posicionamento assumido pelos mesmos diante da questão racial, seja no ambiente escolar ou fora dele. Analisa-se também de que maneira as experiências discriminatórias contribuem em maior ou menor grau para que esses professores construam estratégias ou pedagogias anti-racistas com o objetivo de acabar com a discriminação e o preconceito racial. O posicionamento das professoras e do professor oscilou entre uma postura combativa de luta, de silenciamento, de negação, de enfrentamento na esfera pessoal até a construção de estratégias, mesmo que no campo individual de combate a discriminação.
Cabrera, Nolan L. "Invisible racism male, hegemonic whiteness in higher education /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835828091&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Pełny tekst źródłaBedard, Gabriel. "Deconstructing whiteness, pedagogical implications for anti-racism education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ46174.pdf.
Pełny tekst źródłaSANTOS, J?lio C?sar Ara?jo dos. "Outra educa??o ? poss?vel? A lei 10.639/03 na forma??o docente dos Institutos de Educa??o da Baixada Fluminense". Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1449.
Pełny tekst źródłaMade available in DSpace on 2017-02-22T19:19:06Z (GMT). No. of bitstreams: 1 2016 - Julio Cesar Araujo dos Santos.pdf: 6913194 bytes, checksum: 9b333a5cbf9f2fbd3637734c9fbb0d7a (MD5) Previous issue date: 2016-02-25
The sanction of Law 10,639 / 03 changed the LDBEN with the inclusion of Article 26 -A and the obligation by governments to implement the DCN Erer strengthened the questioning on the training of teachers in relation to the hegemonic discourse on ethnic-racial relations in the country and practices that contributed to the consolidation of our model of exclusion. Thus, the research was compiled from the numerous difficulties of / colleagues in the early years, when required / them deal with Brazilian racial reality and the implications of these issues to propose another possible education in my work as a professional in more than twenty years in basic education. These reflections have become responsible for structuring the survey of fulcrum in shaping that process of future professionals of the early years in education institutes in the Baixada Fluminense region, with cut in the cities of Duque de Caxias and Nova Igua?u territory where the processing social and racial tensions of exclusion that has shaped our historical links with the past. From this perspective, the survey is present the actions and procedures that hinder the participation and implementation of the respective laws in the training of future professionals of education in the early grades Institutes of Education. The difficulties filed by the responsible agency of the State of Rio de Janeiro to carry out the research institutions also help to observe the possible correlation between the questioning regarding the myth of racial democracy and the state of neglect of changes in LDBEN and DCN Erer and real possibility of changes in teaching practices. These difficulties raised in the investigations, reinforced the methodological organization of working documents that gave rise to these institutes, the literature review, interviews with teachers trained in these institutions and students in an attempt to reflect and understand, therefore, on the speeches and on possible pertinence regarding the practices and effects of the constant process of cultural negotiation, which end up causing the impressions of those who suffered from the emptying of their cultural references and consequently of their ethnic and cultural identity.
A san??o da Lei 10.639/03 alterou a LDBEN com inclus?o do artigo 26.-A e a obriga??o pelos governos em implementar as DCN ERER refor?ou a problematiza??o sobre a forma??o dos docentes em rela??o ao discurso hegem?nico sobre as rela??es ?tnico-raciais no pa?s e as pr?ticas que contribu?ram para a consolida??o o nosso modelo de exclus?o. Dessa forma, a pesquisa foi elaborada a partir das in?meras dificuldades das/os colegas dos anos iniciais, quando obrigadas/os a lidar com a realidade racial brasileira e as implica??es desses problemas em propor uma outra educa??o poss?vel em minha atua??o enquanto profissional em mais de vinte anos na educa??o b?sica. Essas reflex?es tornaram-se respons?veis por estruturar a pesquisa com fulcro na forma??o que se processa dos futuros profissionais dos anos iniciais nos Institutos de Educa??o na regi?o da Baixada Fluminense, com recorte nas cidades de Duque de Caxias e Nova Igua?u, territ?rio onde se processam as tens?es sociais e raciais da exclus?o que moldou as nossas liga??es hist?ricas com o passado. Dessa perspectiva, a pesquisa apresenta as a??es e os procedimentos que dificultam a participa??o e a implementa??o das respectivas Leis na forma??o dos futuros profissionais da educa??o das s?ries iniciais nos Institutos de Educa??o. As dificuldades interpostas pelo ?rg?o respons?vel do Estado do Rio de Janeiro para realiza??o da pesquisa nas institui??es tamb?m ajudam observar a poss?vel correla??o entre o questionamento em rela??o ao mito da democracia racial e a neglig?ncia do estado sobre as altera??es na LDBEN e as DCN ERER e a real possibilidade de mudan?as nas pr?ticas docentes. Essas dificuldades levantadas nas investiga??es, refor?aram na configura??o metodol?gica do trabalho os documentos que deram origem aos referidos Institutos, an?lise bibliogr?fica, entrevistas com os docentes formados nessas institui??es e discente na tentativa de refletir e compreender, por conseguinte, sobre os discursos e a sobre poss?veis pertin?ncias em rela??o as pr?ticas e aos efeitos dos processos constantes de negocia??o cultural, que acabam acarretando as impress?es de quem sofreu com o esvaziamento de seus referenciais culturais e, consequentemente, da sua identidade ?tnico-cultural.
Williams, Nicole V. "Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565.
Pełny tekst źródłaCosta, Wellington Narde Navarro da. "Sociologia em “Mangas de camisa” : representação do negro brasileiro nos livros didáticos". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/168822.
Pełny tekst źródłaThe present work investigates how sociology textbooks from the "National Textbook Program" (2015) approaches racial-ethnic themes concerning the black Brazilian population. Through the support established by affirmative actions polices in areas of education and legislation in force - article 26-A of LDB - the research intends to verify in which way social sciences has elaborated studies and comprehensions about the racial issue in the making of textbooks for High Schools. Therefore, this work starts from the respective problem: textbooks are limited to presenting the "place of black" in sociological literature and in Brazilian society, or do they allow us to go beyond and highlight the "black as a place position" in Sociology, black population as political agent and member of the Brazilian nation? Does the positionality of the black intellectual integrate the production of sociological knowledge, especially concerning the study of ethnic-racial relations? From the concepts and categories generated through the theoretical framework supported by black authors of Sociology – such as Guerreiro Ramos and Clóvis Moura – we constitute the methodological path of Critical Discourse Analysis, since it allows investigating with the empirical material to what extent "black praxis" is present as a pedagogical tool in the production of sociological knowledge destined to young people and adults of brazilian High School. The critical conception of ideology of John B. Thompson also inspires us methodologically, as it helps us to verify the relations of power and domination that can appear in textbooks, characterizing ideology as the "sense in the service of power" and proposing a critical analysis to unmask this meaning. In the context and delimitation of this work, these are meanings that can reinforce and (re)produce the institutionalized patterns that historically subordinate the brazilian black population, which led us to construct this Critical Discourse Analysis in the light of a Sociology of “Black Praxis”.
Książki na temat "Racism in education"
Mehra, Harish. Racism in education. Peterborough: The Author, 2000.
Znajdź pełny tekst źródłaTamara, Beauboeuf-Lafontant, i Augustine D. Smith, red. Facing racism in education. Wyd. 2. Cambridge, MA: Harvard Educational Review, 1996.
Znajdź pełny tekst źródła1948-, Carrington Bruce, red. Education, racism, and reform. London: Routledge, 1990.
Znajdź pełny tekst źródłaHidalgo, Nitza M., i Ceasar L. McDowell. Facing racism in education. Cambridge, MA: Harvard Educational Review, 1990.
Znajdź pełny tekst źródłaS, Gundara Jagdish, Jones Crispin i Kimberley Keith, red. Racism, diversity, and education. London: Hodder and Stoughton, 1986.
Znajdź pełny tekst źródłaPeters, Michael A., i Liz Jackson. Race and Racism in Education. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003346104.
Pełny tekst źródłaIan, Law, Phillips, Deborah, 1952 Sept. 27-. i Turney Laura, red. Institutional racism in higher education. Stoke on Trent, UK: Trentham Books, 2004.
Znajdź pełny tekst źródłaTroyna, Barry. Racism and education: Research perspectives. Buckingham [England]: Open University Press, 1993.
Znajdź pełny tekst źródłaTroyna, Barry. Racism and education: Research perspectives. Toronto: OISE Press, 1993.
Znajdź pełny tekst źródłaCrozier, Gill. Racism and Education in Britain. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-18931-9.
Pełny tekst źródłaCzęści książek na temat "Racism in education"
Kehily, Mary Jane, i Ian Grosvenor. "Racism and Anti-Racist Education". W Teacher Information Pack 1: Behaviour, 241–52. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_26.
Pełny tekst źródłaSchnakenberg, Gary. "Learning Racism". W EcoJustice Education, 160–95. Third Edition. | New York : Routledge, 2021. | Series: Sociocultural, political, and historical studies in education series |Second edition published 2015.: Routledge, 2020. http://dx.doi.org/10.4324/9780429020049-7.
Pełny tekst źródłaWeber, Jean-Jacques. "Language and Education". W Language Racism, 78–93. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531070_7.
Pełny tekst źródłaOrelus, Pierre W. "Un-Schooling Racism is Anti-Racist Education". W Unschooling Racism, 39–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53795-1_5.
Pełny tekst źródłaAkkari, Abdeljalil, i Myriam Radhouane. "Race, Racism and Anti-racism". W Intercultural Approaches to Education, 31–41. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-70825-2_3.
Pełny tekst źródłaCole, Mike. "Racism and education". W Education, Equality and Human Rights, 83–108. Wyd. 5. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003177142-4.
Pełny tekst źródłaFraser-Burgess, Sheron. "Racism and Education". W Equality, Education, and Human Rights in the United States, 79–114. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003150671-4.
Pełny tekst źródłaSkovsmose, Ole. "Landscapes and Racism". W Critical Mathematics Education, 15–31. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26242-5_2.
Pełny tekst źródłaCarpenter Emling, Diane. "Education". W Institutional Racism and Restorative Justice, 52–69. Wyd. 2. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003468387-8.
Pełny tekst źródłaMikander, Pia. "Racism in Finnish School Textbooks: Developments and Discussions". W Finland’s Famous Education System, 289–302. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_18.
Pełny tekst źródłaStreszczenia konferencji na temat "Racism in education"
Mizelle, Nathalie, James Maiden, Quintin Boston i Anthony Andrews. "Systematic Racism: Racial Disparities in Mental Health during COVID-19". W 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.10.
Pełny tekst źródłaGuillén, Héctor. "Systemic Racism in Education: A Chicano Perspective". W AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1890151.
Pełny tekst źródłaGuillén, Héctor. "Systemic Racism in Education: A Chicano Perspective". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890151.
Pełny tekst źródłaKarmila, Pipi, i Dasim Budimansyah. "Digital Racism: A New Form of Racism, A Threat to the Integrity of the Nation". W Annual Civic Education Conference (ACEC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.054.
Pełny tekst źródłaKugiya, Jase. "Pacific Islander Experiences of Racism in Higher Education". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692802.
Pełny tekst źródłaPerumal, Juliet, i Andrea Dawson. "Racial Dynamics at an Independent South African Educational Institution". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.
Pełny tekst źródłaOwens, Chastity. "Examining Anti-Black Racism in School Social Work Education". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889947.
Pełny tekst źródłaMajumder, Milie. "Anti-Asian Racism and Well-Being in Higher Education". W 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2114758.
Pełny tekst źródłaPossoly da Silva Alves, Daianne, Franciele Therezinha Magno Calidoni, Mariana Sales de Oliveira, Thaís Araújo de Azevedo, Thalissa Bastos Batista, Rafaela Pinheiro de Almeida Neves i Edson Ribeiro de Andrade. "The psychosocial impacts of remote education on black youth: an intersectional debate on the COVID-19 pandemic, gender, race and class". W 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212452.
Pełny tekst źródłaRainey, Katherine, Melissa H. Dancy, Roslyn Mickelson, Elizabeth Stearns i Stephanie Moller. "STEM Majors’ Perceptions of Racism and Sexism in STEM". W 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.077.
Pełny tekst źródłaRaporty organizacyjne na temat "Racism in education"
Spencer, Joi, i Kerri Ullucci. A Resource Guide for Schools and Districts: Addressing Racism in the Education System. San Diego, CA: University of San Diego, sierpień 2020. http://dx.doi.org/10.22371/05.2020.002.
Pełny tekst źródłaHarrington, James M., Stephanie Hawkins, Michelle Lang, Wanda Bodnar, Claudia Alberico, Leslimar Rios-Colon, Keith E. Levine i in. The Need for a Diverse Environmental Justice Workforce: Using Applied Research to Understand the Impacts of Harmful Environmental Exposures in Vulnerable and Underserved Communities. RTI Press, wrzesień 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0078.2209.
Pełny tekst źródłaRogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley i Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, październik 2022. http://dx.doi.org/10.5204/rep.eprints.235509.
Pełny tekst źródłaCutler, Kelly. Making Race Matter: Interrupting Racial Color-blindness in Education Through the Implementation of Anti-racist Curriculum. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7368.
Pełny tekst źródłaVo, Thao, Susan Lyons, Felice Levine, Nathan Bell i Ye Tong. State of the Field: Gender and Racial Equity in Educational Measurement. American Educational Research Association, kwiecień 2024. http://dx.doi.org/10.3102/aera20241.
Pełny tekst źródłaHinrichs, Peter. An Empirical Analysis of Racial Segregation in Higher Education. Cambridge, MA: National Bureau of Economic Research, grudzień 2015. http://dx.doi.org/10.3386/w21831.
Pełny tekst źródłaElder, Todd, David Figlio, Scott Imberman i Claudia Persico. School Segregation and Racial Gaps in Special Education Identification. Cambridge, MA: National Bureau of Economic Research, maj 2019. http://dx.doi.org/10.3386/w25829.
Pełny tekst źródłaTemkin Cahill, Deborah, Kristen Harper i Cassidy Guros. Healthy Schools Can Mitigate Ongoing Racial Inequities in Education. Child Trends, Inc., czerwiec 2023. http://dx.doi.org/10.56417/7057e2354w.
Pełny tekst źródłaArias, Omar, Gustavo Yamada i Luis Tejerina. Education, Family Background and Racial Earnings Inequality in Brazil. Inter-American Development Bank, wrzesień 2002. http://dx.doi.org/10.18235/0012219.
Pełny tekst źródłaPlasencia, Sara, i Hanna Melnick. Strategies to Foster Integration in Early Childhood Education. Learning Policy Institute, luty 2024. http://dx.doi.org/10.54300/639.507.
Pełny tekst źródła