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1
Seikkula, Minna. "Adapting to post-racialism? Definitions of racism in non-governmental organization advocacy that mainstreams anti-racism." European Journal of Cultural Studies 22, no. 1 (August 11, 2017): 95–109. http://dx.doi.org/10.1177/1367549417718209.
Анотація:
Scholarly discussions contesting post-racialism have noted how the false but common belief – that systematic racism has been defeated in Western societies – works to undermine anti-racism’s critical potential. Simultaneously, the discussion about the relativization of anti-racism has mainly been located in contexts with strong anti-racist traditions. By exploring anti-racism in the Finnish civil society, the article thematizes thinking around the post-racial modality of racism in a context where racism is often presented as a recent phenomenon. A discourse analysis of non-governmental organization advocacy materials that work to mainstream anti-racism identifies three parallel problem-definitions of racism, illustrating a tendency to understand racism as an individual flaw in a non-racist social reality. This shows that trivializing racism and recentring whiteness happen through classed and aged discourses.
2
Adhikari-Sacré, Hari Prasad, and Kris Rutten. "When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education." Philosophies 6, no. 2 (June 11, 2021): 48. http://dx.doi.org/10.3390/philosophies6020048.
Анотація:
Despite a decade of diversity policy plans, a wave of student rallies has ignited debates across western European university campuses. We observe these debates from a situated call for anti-racism in Belgian higher education institutions, and critically reflect on the gap between diversity policy discourse and calls for anti-racism. The students’ initiatives make a plea for racial literacy in the curriculum, to foster a critical awareness on how racial hierarchies have been educated through curricula and institutional processes. Students rethink race as a matter to be (un)learned. This pedagogical question, on racial literacy in the curriculum, is a response to diversity policies often silent about race and institutionalised racisms. Students request a fundamental appeal of knowledgeability in relation to race; diversity policy mostly envisions working on (racial) representation, as doing anti-racist work. This article argues how racial literacy might offer productive ways to bridge the disparities between students’ calls for anti-racism and the institutional (depoliticised) vocabulary of diversity. We implement Stuart Hall’s critical race theory and Jacques Rancière’s subjectification as key concepts to study and theorise these calls for anti-racism as a racial literacy project. This project can be built around engagement as educational concept. We coin possibilities to deploy education as a forum of engagement and dialogue where global asymmetries such as race, gender and citizenship can be critically addressed.
3
Welton, Anjalé D., Devean R. Owens, and 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, no. 14 (November 2018): 1–22. http://dx.doi.org/10.1177/016146811812001402.
Анотація:
To achieve racial equity in education not only do individuals’ mindsets need to be shifted to a more anti-racist ideology, but the institutions in which they work need to make profound anti-racist changes as well. Therefore, we revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity. However, we do acknowledge the limitations of each body of research. Anti-racism research is more so ideological and theoretical and does not operationalize specifically how to take action against racism, and the organizational change research largely overlooks equity discussions, especially race. Yet, when combined, the two sets of research offer a more actionable framework for educational leaders. Thus, we merge key concepts from anti-racism and the organizational change literature to present a conceptual framework that leaders in both PK–12 and higher education institutions can use to be accountable for facilitating broad level systemic anti-racist change.
4
Kohli, Rita, Marcos Pizarro, and Arturo Nevárez. "The “New Racism” of K–12 Schools: Centering Critical Research on Racism." Review of Research in Education 41, no. 1 (March 2017): 182–202. http://dx.doi.org/10.3102/0091732x16686949.
Анотація:
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.
5
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 (January 1999): 724–50. http://dx.doi.org/10.1177/016146819910000402.
Анотація:
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.
6
Costa, Daniele da Silva, Rayane Corrêa Pantoja, and Waldir Ferreira de Abreu. "Relações etnico-racias: o pensamento decolonial e a prática pedagógica para uma educação antirracista." Revista Educação e Emancipação 14, no. 1 (March 29, 2021): 111. http://dx.doi.org/10.18764/2358-4319.v14n1p111-138.
Анотація:
O objetivo deste texto é refletir sobre as relações etnico-raciais a partir do pensamento e prática pedagógica decolonizadora no enfrentamento do racismo. Tomamos como questões de pesquisa algumas inquietações: De que forma o negro (a) é representado historicamente no contexto brasileiro? Como as discussões contra o racismo estão presentes no campo educacional? Em que amplitude as questões de racismo e do antirracismo no âmbito da história da educação no Brasil caminham para o pensamento decolonial? A metodologia adotada para esta discussão, volta-se a revisão bibliográfica e análise documental em Análise de Conteúdo (AC) proposto por Bardin (2006, 2011). Uma das conclusões que este estudo levantou é o apontamento da necessidade de reflexões conjuntas para a prática pedagógica decolonial e a partir disto os efeitos que o racismo provoca na identidade étnico-racial dos sujeitos sociais presentes na escola possam ser colocados em prática para uma educação antirracista.Palavras-chave: Educação antirracista. Prática pedagógica. Decolonial.Ethnic-racial relationships: decolonial thought and pedagogical practice for anti-racist education ABSTRACT The purpose of this text is to reflect on ethnic-racial relations based on decolonizing pedagogical thinking and practice in the fight against racism. We take as concerns research questions some concerns: How is the black person (a) historically represented in the Brazilian context? How are discussions against racism present in the educational field? To what extent do the issues of racism and anti-racism within the scope of the history of education in Brazil move towards decolonial thinking? The methodology adopted for this discussion, turns to bibliographic review and document analysis in Content Analysis (CA) proposed by Bardin (2006, 2011). One of the conclusions raised by this study is the need for joint reflections for decolonial pedagogical practice and from this the effects that racism causes on the ethnic-racial identity of social subjects present at school can be put into practice for an anti-racist education.Keywords: Anti-racist education. Pedagogical practice. DecoloniallRelaciones etnico-raciales: pensamiento descolonial y práctica pedagógica para la educación antirracistaRESUMENEl objetivo de este trabajo es reflexionar sobre las relaciones étnico-raciales desde el pensamiento y la práctica pedagógica decolonizadora en la lucha contra el racismo. Tomar como preguntas de investigación algunas preocupaciones: ¿En qué forma el negro (A) está representado históricamente en el contexto brasileño? Como los debates contra el racismo están presentes en el campo educativo? A medida que los problemas de racismo y de antirracismo dentro de la historia de la educación en Brasil ir al pensamiento descolonial? La metodología adoptada para la discusión, se remonta a la revisión de la literatura y el análisis documental en análisis de contenido (AC) propuesto por Bardin (2006, 2011). Una de las conclusiones que de este estudio se ha planteado es la Accommodator la necesidad de reflexión conjunta para la práctica pedagógica y decolonial desde este racismo los efectos que provoca en la identidad étnica racial- de los sujetos sociales presentes en la escuela se pueden poner en práctica para una educación antirracista.Palabras clave: Educación anti-raista. Práctica pedagógica. Decolonial.
7
Wetzel, Melissa Mosley, Annie Daly, Kira LeeKeenan, and Natalie Sue Svrcek. "Coaching Using Racial Literacy in Preservice Teacher Education." Journal of Literacy Research 53, no. 4 (October 28, 2021): 539–62. http://dx.doi.org/10.1177/1086296x211052246.
Анотація:
Drawing on a theoretical framework that centers race, racism, and anti-racism, this study explores a coaching conference in preservice literacy teacher education. In classrooms, teachers often encounter disruptions in the community; however, those disruptions are often seen as problems to be solved and are addressed without interrogating race discourses. This study builds on previous research that has explored how teachers engage in developing understandings about race in relation to their practice using discursive tools of racial literacy. We ask, How do three White teachers draw on race discourses that are racist and anti-racist within the context of one coaching event, a post-conference? Using critical discourse analysis, we describe and interpret how race discourses were drawn upon and disrupted in the conference. We conclude with a discussion of the racial literacy practices that have promise in this coaching context and in other professional settings.
8
Perez, Ebony N. "Faculty as a Barrier to Dismantling Racism in Social Work Education." Advances in Social Work 21, no. 2/3 (September 23, 2021): 500–521. http://dx.doi.org/10.18060/24178.
Анотація:
Facilitating learning around race and racism is often uncomfortable for faculty as well as students. The purpose of this qualitative case study was to investigate the experiences of undergraduate social work educators who teach about race and racism in social work programs. I employed a qualitative case study design to understand the lived experience of undergraduate social work educators who teach race specific content. I employed a combination of purposive sampling and snowballing methods to identify nine participants from the Southeast region of the United States. Utilizing a Critical Race Theory (CRT) framework to analyze interviews, several key findings emerged revealing faculty as barriers to facilitating learning around anti-racist content in the classroom. These findings were a) their own racial identity; b) insufficient formal preparation around race and racism; c) lack of faculty comfort with anti-racist content; and d) lack of skill in teaching anti-racist content. Recommendations include the implementation of scaffolded antiracist content throughout social work curricula that would be required by the Council on Social Work Education as part of the accreditation process.
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Wu, Yi-Li, and Denise Tyson. "Fighting Medical Racism with Education and Action." Asian Medicine 16, no. 2 (October 29, 2021): 338–60. http://dx.doi.org/10.1163/15734218-12341497.
Анотація:
Abstract Denise Tyson is the president of the Maryland Acupuncture Society (US), one of the state-level professional organizations that comprises the American Society of Acupuncturists. Following the police murder of George Floyd on May 25, 2020, she called on her colleagues in the acupuncture profession to take meaningful action against racism and to educate themselves about the long history of racist violence against African Americans. In July 2020 an editor of Asian Medicine interviewed Tyson to learn about her medical career and her perspectives on race and health care. The main themes of the interview include: her affinity for acupuncture and Chinese medicine, her experiences with racial bias in both biomedicine and integrative medicine, strategies for making acupuncture organizations more inclusive, and the crucial role that education plays in combating racism.
10
Rosiek, Jerry. "School segregation: A realist’s view." Phi Delta Kappan 100, no. 5 (January 22, 2019): 8–13. http://dx.doi.org/10.1177/0031721719827536.
Анотація:
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.
11
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 (October 2012): 1–46. http://dx.doi.org/10.1177/016146811211401002.
Анотація:
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.
12
Gooden, Mark A., Bradley W. Davis, Daniel D. Spikes, Dottie L. Hall, and Linda Lee. "Leaders Changing how they Act by Changing how They Think: Applying Principles of an Anti-Racist Principal Preparation Program." Teachers College Record: The Voice of Scholarship in Education 120, no. 14 (November 2018): 1–26. http://dx.doi.org/10.1177/016146811812001409.
Анотація:
Systemic racism and the impending inequities in schooling persist, making it apparent the concept of race still matters when it comes to educational leadership. In response, this chapter examines linkages between principal preparation programs, the orientations of the aspiring leaders enrolled within them, and the potential for program graduates to facilitate institutional change for racial equity. The concept of anti-racist leadership is explored to better understand how principal preparation programs can better prepare aspiring leaders to address how race, power, and individual, institutional, and cultural racism impact beliefs, structures, and outcomes for students of color. This preparation is accomplished by examining how a principal preparation program, adopting an anti-racist curriculum, further develops the racial consciousness of its predominantly White student cohort. The anti-racist curriculum made the impact of race more salient to students and had an impact on their leadership beliefs, decisions, and actions once they served in school leadership positions.
13
Flecha, Ramon. "Modern and Postmodern Racism in Europe: Dialogic Approach and Anti-Racist Pedagogies." Harvard Educational Review 69, no. 2 (July 1, 1999): 150–72. http://dx.doi.org/10.17763/haer.69.2.3346055q431g2u03.
Анотація:
In this article, Ramón Flecha discusses the growth of racism in modern-day Europe and the challenges it poses for education and educators. The author distinguishes between two kinds of racism: an older, modern racism and a newer, postmodern racism. The former is based on arguments of inequality and the existence of inferior or superior ethnicities and races. The latter holds that ethnicities and races are neither inferior nor superior; they are merely different. It emphasizes the impossibility of equitable dialogue among different races and ethnicities to establish common rules for living together. Although a tradition of anti-racist education exists in Europe, educators often do not have the intellectual and educational tools to combat this form of racism. Flecha suggests that educators have tried to combat racism by developing anti-racist pedagogies that use the relativist approach advocated by contemporary thinkers such as Michel Foucault and Jacques Derrida. He argues that this approach challenges modern racism but actually promotes postmodern racism. Drawing from works of dialogic theorists such as Paulo Freire and Jürgen Habermas, Flecha recommends instead that educators use the dialogic approach, which emphasizes the need for equal rights among all people, to develop effective anti-racist pedagogies that can deal simultaneously with both forms of racism.
14
White-Davis, Tanya, Jennifer Edgoose, Joedrecka S. Brown Speights, Kathryn Fraser, Jeffrey M. Ring, Jessica Guh, and George W. Saba. "Addressing Racism in Medical Education." Family Medicine 50, no. 5 (May 2, 2018): 364–68. http://dx.doi.org/10.22454/fammed.2018.875510.
Анотація:
Background and Objectives: Education of health care clinicians on racial and ethnic disparities has primarily focused on emphasizing statistics and cultural competency, with minimal attention to racism. Learning about racism and unconscious processes provides skills that reduce bias when interacting with minority patients. This paper describes the responses to a relationship-based workshop and toolkit highlighting issues that medical educators should address when teaching about racism in the context of pernicious health disparities. Methods: A multiracial, interdisciplinary team identified essential elements of teaching about racism. A 1.5-hour faculty development workshop consisted of a didactic presentation, a 3-minute video vignette depicting racial and gender microaggression within a hospital setting, small group discussion, large group debrief, and presentation of a toolkit. Results: One hundred twenty diverse participants attended the workshop at the 2016 Society of Teachers of Family Medicine Annual Spring Conference. Qualitative information from small group facilitators and large group discussions identified some participants’ emotional reactions to the video including dismay, anger, fear, and shame. A pre/postsurvey (N=72) revealed significant changes in attitude and knowledge regarding issues of racism and in participants’ personal commitment to address them. Discussion: Results suggest that this workshop changed knowledge and attitudes about racism and health inequities. Findings also suggest this workshop improved confidence in teaching learners to reduce racism in patient care. The authors recommend that curricula continue to be developed and disseminated nationally to equip faculty with the skills and teaching resources to effectively incorporate the discussion of racism into the education of health professionals.
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Fahd, Kiran, and Sitalakshmi Venkatraman. "Racial Inclusion in Education: An Australian Context." Economies 7, no. 2 (April 1, 2019): 27. http://dx.doi.org/10.3390/economies7020027.
Анотація:
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.
16
Blum, Lawrence. "Systemic and Individual Racism, Racialization and Antiracist Education." Theory and Research in Education 2, no. 1 (March 2004): 49–74. http://dx.doi.org/10.1177/1477878504040577.
Анотація:
I take up Silliman’s challenge to explore the ‘moral logic’ of ‘structural racism’ largely absent in my book, I’m Not a Racist, But...I criticize and build on Glenn Loury’s account of the normative assessment of racial inequality by examining three factors generating such disparitiesin educational achievement – stereotyping, performance-based generalizing, and a preschool skills gap. What is morally troubling about the resultant achievement gap is partly dependent on and partly independent of the moral assessment of the individual racial wrongs involved (or not) in these processes, a result in the spirit of Garcia’s individual focus but not his anti-consequentialism. Responding to Levinson, I suggest forms of antiracist educational practice built around the rejection of ‘race’ as a scientifically valid classification together with the retention of racial domination, and resistance to it, as historically significant forces (captured in the notion of ‘racialization’).
17
Rice, Lincoln. "The Catholic Worker Movement and Racial Justice: A Precarious Relationship." Horizons 46, no. 1 (May 15, 2019): 53–78. http://dx.doi.org/10.1017/hor.2019.9.
Анотація:
The Catholic Worker Movement, widely known for its critique of violence and capitalism in American culture, has largely neglected racism. This seems surprising because its urban houses of hospitality, staffed mostly by middle-class whites, provide material resources disproportionately to impoverished African Americans. The movement's embodiment as a white movement and the failure of its founders (Dorothy Day and Peter Maurin) to prioritize racial justice has impeded its ability to adequately confront racism. This article contrasts the ways in which racism was addressed by the founders with the way it was addressed by two prominent African American Catholic Workers. The article includes a new Catholic Worker narrative to explain the movement's relationship with racial justice and offer suggestions for ways the movement can mine its own rich resources to become an authentically anti-racist movement.
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FERREIRA, Michele Guerreiro, and Janssen Felipe da SILVA. "Opção Decolonial e Práxis Curriculares de Enfrentamento do Racismo: diálogos com sujeitos curriculantes de licenciaturas da Universidade da Integração Internacional da Lusofonia Afro-Brasileira." INTERRITÓRIOS 5, no. 8 (June 22, 2019): 121. http://dx.doi.org/10.33052/inter.v5i8.241595.
Анотація:
Baseado no Pensamento Decolonial (QUIJANO, 2005, 2007; GROSFOGUEL, 2008, 2016; MIGNOLO, 2005, 2011; MALDONADO-TORRES, 2007, 2016; WALSH, 2008), apresentamos resultados da pesquisa de Doutorado em Educação (UFPE), ao buscarmos elementos de práxis decolonizadora e de enfrentamento do racismo nas práticas curriculares em cursos de formação de professoras/es. O campo da pesquisa foi a UNILAB dado o seu peculiar perfil político e epistêmico de integração e de ponte para diálogos Sul-Sul. Utilizamos a Análise de Conteúdo (BARDIN, 2011; VALA, 1990) para analisar os dados coletados/produzidos nas entrevistas não-diretivas (GUBER, 2001). O objetivo deste artigo é analisar elementos de enfrentamento do racismo presentes nas práticas curriculares apontadas pelos diversos sujeitos curriculantes a partir de suas concepções de racismo que indicam opções teórico-práticas adotadas na direção de enfrentar e superar o racismo, tanto biológico quanto epistêmico. Educação das Relações Étnico-Raciais. Currículo. Racismo. Racismo Epistêmico. Práxis Decolonizadora. Decolonial Option and Curricular Praxis against Racism: dialogues with curriculum relatable subjects majoring in education in the University for International Integration of the Afro-Brazilian Lusophony ABSTRACT Based on Decolonial Thinking (QUIJANO, 2005, 2007; GROSFOGUEL, 2008, 2016; MIGNOLO, 2005, 2011; MALDONADO-TORRES, 2007, 2016; WALSH, 2008), we present results of the doctorate degree research in Education (UFPE), in which we seek elements of decolonizing praxis and confronting racism in curricular practices in teacher training courses. The research developed in UNILAB given its peculiar political and epistemic profile of integration and bridge to South-South dialogues. We used Content Analysis (BARDIN, 2011; VALA, 1990) to analyze data collected / produced in non-directive interviews (GUBER, 2001). The objective of this article is to show elements of confrontation of racism present in the curricular practices pointed out by the various curriculum subjects from their conceptions of racism that indicate the theoretical-practical options adopted in the direction of facing and overcoming racism, both biological and epistemic. Ethnic-Racial Relations Education. Curriculum. Racism. Epistemic Racism. Decolonizing Praxis.
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Buckner, Elizabeth, Punita Lumb, Zahra Jafarova, Phoebe Kang, Adriana Marroquin, and You Zhang. "Diversity without Race." Journal of International Students 11, S1 (May 21, 2021): 32–49. http://dx.doi.org/10.32674/jis.v11is1.3842.
Анотація:
This article examines how a sample of 62 higher education institutions in Canada, the United States and the United Kingdom discuss international students in their official institutionalization strategies, focusing on how ideas of race and diversity are addressed. We find that institutional strategies connect international students to an abstract notion of diversity, using visual images to portray campus environments as inclusive of racial, ethnic and religious diversity. Yet, strategy documents rarely discuss race, racialization, or racism explicitly, despite the fact that most international students in all three countries are non-white. Moreover, racial injustice is externalized as a global issue and racial diversity is instrumentalized as a source of improving institutional reputation or diversity metrics. We argue that a first step to creating more inclusive and anti-racist campuses is to acknowledge international students’ racial identities and experiences with racism in official discourses and strategies.
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Lee, Jenny. "Neo-racism and the Criminalization of China." Journal of International Students 10, no. 4 (November 15, 2020): i—vi. http://dx.doi.org/10.32674/jis.v10i4.2929.
Анотація:
This essay argues that neo-racism undermines the U.S.’s role as a global leader in higher education, considering the risks to public health, personal freedoms, and rights. With the rise of national protectionism, universities are and must remain international. Knowledge is fundamentally borderless, and yet higher education is being bordered by neo-racism. Neo-racist barriers to international migration, collaboration, and exchange limit higher education as well as our universities. Neo-racism limits our freedoms, it limits our rights, and now limits our ability to respond to COVID-19 effectively. Neo-racist barriers must be called out and addressed.
21
Mamo, Dejen Ketema, and Tarekegn Kassahun Mengstie. "Racism Dissemination Model and Simulation Analysis Considering Crowd Classification with Intervention Strategies." Complexity 2023 (February 7, 2023): 1–15. http://dx.doi.org/10.1155/2023/5124496.
Анотація:
The extensive propagation of racism and the endless occurrence of racist speeches on social outlets imperil the harmony and resilience of societies. Consecutively, it is required to work in-depth analysis of the structure process, dynamical interaction, and intervention impact on racism spread and related devastation. As such, the diffusion of racism may flow via a socially contagious approach, in which racist ideologies bear like an infectious disease transmission. In this study, we propose and analyze the S 1 S 2 S 3 H R C I compartmental mathematical model to comprehend how racists disseminate their opinions and influence society with intervention strategies. We proved the well-posedness of the proposed model. Convection, hesitation, and rejection of racist ideology measure the strength of racist militancy. Through rigorous theoretical analysis, racism-free and racism-addicted equilibrium are locally and globally asymptotically stable if the effective threshold value R e < 1 and R e > 1 , respectively. Sensitivity analyses are performed based on the effective threshold value to seek influential control parameters of the model. The result implies high levels of racist combativeness and low likelihood of rejection of awarded individuals have fostered racism dissemination. Nevertheless, effective antiracism education and racist confinement create a social environment beyond racism and reduce the peril of bigotry. Through extensive simulations, we study the racism dissemination process will decline and vanish if the community resilience boots via antiracism education and efficient racist confinement. Furthermore, racist confinement is more effective when compared to antiracism education. We examine the impact of integrating interventions, and the result exhibits that combining intervention strategies is better relevant than a sole intervention.
22
Beattie, Nicholas, and Barry Troyna. "Racism and Education." British Journal of Educational Studies 42, no. 1 (March 1994): 88. http://dx.doi.org/10.2307/3122224.
23
Sherwood, Marika. "Racism in education?" Race Equality Teaching 22, no. 3 (September 1, 2003): 6–8. http://dx.doi.org/10.18546/ret.22.3.03.
24
Jones, Malcolm. "Education and Racism." Journal of Philosophy of Education 19, no. 2 (December 1985): 223–34. http://dx.doi.org/10.1111/j.1467-9752.1985.tb00092.x.
25
Ladhani, Sheliza, and Kathleen C. Sitter. "The Revival of Anti-Racism." Critical Social Work 21, no. 1 (April 2, 2020): 54–65. http://dx.doi.org/10.22329/csw.v21i1.6227.
Анотація:
The declining prominence of anti-racist practice in social work education is a cause for concern in a profession premised upon pursuing social justice and serving humanity. This need calls for a revival of anti-racism education within the curriculum of social work education. This paper begins with an exploration of anti-racism discourse and guiding theory and examines the shift from anti-racism to anti-oppressive practice (AOP) in social work education and associated critiques and implications. Challenges to pursuing anti-racism education are identified as it pertains to implementing anti-racism education standards, and the teaching and learning of anti-racism from the perspectives of both educators and students. Finally, recommendations for policy revision and opportunities to engage faculty and students in anti-racism practice in social work education programs are proposed. Though predominately focused on the Canadian context, this exploration holds relevant and critical implications for the wider global context.
26
Museus, Samuel D., María C. Ledesma, and Tara L. Parker. "Racism and Racial Equity in Higher Education." ASHE Higher Education Report 42, no. 1 (November 2015): 1–112. http://dx.doi.org/10.1002/aehe.20067.
27
Short, Geoffrey. "Anti‐racist Education, Multiculturalism and the New Racism." Educational Review 48, no. 1 (February 1996): 65–77. http://dx.doi.org/10.1080/0013191960480106.
28
Curiel, Luis O. "Interracial Team Teaching in Social Work Education." Advances in Social Work 21, no. 2/3 (September 23, 2021): 730–49. http://dx.doi.org/10.18060/24176.
Анотація:
This article aims to explore anti-racist social work education through interracial team teaching, where one instructor is White, and the other is Black, Indigenous, or a Person of Color (BIPOC). This pedagogical approach is presented as an emerging conceptual model to consider in anti-racist social work education. As an anti-racist approach to teaching, this model aims to engage students and faculty in a more active and accountable role in dismantling systemic racism and White supremacy through social work education. A close examination of published articles on interracial team teaching revealed an absence of theoretical frameworks to guide this teaching method. Critical Race Theory (CRT) emerged as a compatible theoretical framework for teaching anti-racism within an interracial team-taught model. Five CRT tenets from Sólorzano et al. (2005) align with previous studies to support this emerging pedagogical approach as a viable option. Findings suggest that anti-racist education requires explicitly naming terms like White supremacy, racism, and colonization within the social work curriculum. Interracial team teaching necessitates shared power and authority between instructors and calls for White educators to examine their White identity and resist performing allyship. Academic institution hiring practices need a greater representation of BIPOC faculty to reduce overburdening faculty of color.
29
Woolfson, Richard C., Michael E. Harker, and 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.
Анотація:
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.
30
Cochran-Smith, Marilyn. "Blind Vision: Unlearning Racism in Teacher Education." Harvard Educational Review 70, no. 2 (July 1, 2000): 157–90. http://dx.doi.org/10.17763/haer.70.2.e77x215054558564.
Анотація:
In this article, Marilyn Cochran-Smith uses narrative to reflect on her experience of "unlearning" racism as a teacher educator. According to Cochran-Smith, unlearning racism involves interrogating the racist assumptions that are deeply embedded in the courses and curricula that we teach, owning our often unknowing complicity in maintaining existing systems of privilege and oppression, and grappling with our own failures to produce the kinds of changes we advocate. In her narrative, Cochran-Smith describes a moment in time when issues of race and racism were brought into sharp relief for her. She does not offer explicit directions for unlearning racism. Rather, she illuminates some of the complex questions we need to wrestle with in teacher education. At the same time, she demonstrates the usefulness of narrative as a way to organize and understand experience and as an alternative to the expository stance of traditional academic discourse.
31
Hanebutt, Rachel Ann. "What Pete Buttigieg—and all White Americans—Need to Understand About Racism." Iris Journal of Scholarship 2 (July 12, 2020): 174–77. http://dx.doi.org/10.15695/iris.v2i0.4832.
Анотація:
It is essential that educators, particularly white educators, work to understand racial inequality within a prophetic framework, refuse to perpetuate inaccurate and racist images of black and brown youth, and actively deconstruct structural inequalities within the education system. Structural racism, especially that which has been institutionalized within and in perceptions about the education system, is an important issue for the field of education that was recently the central issue of the eye-catching hashtag, #PeteButtigiegisaLyingMF. This Voices opinion piece examines Michael Harriot’s initiation of a conversation about understandings of structural racism with 2020 presidential candidate Pete Buttigieg, contextualizes this online moment through a theoretical perspective, and provides a call to action for white educators.
32
Pestine-Stevens, Althea, and Tina K. Newsham. "Teaching Anti-Racism in Gerontology: An Interactive Program of Recognition, Self-Work, Pedagogy, and Action." Innovation in Aging 5, Supplement_1 (December 1, 2021): 122. http://dx.doi.org/10.1093/geroni/igab046.469.
Анотація:
Abstract Older adults with intersecting identities as persons of color experience disparities in health and well-being due to racism in individual and structural spheres, which have been amplified by health, economic, and social consequences of COVID-19. We can begin the work to reduce these inequities by training scholars and practitioners to disrupt the systems within which we work that relegate advantages and disadvantages throughout the life course and in later life by racial groups. This interactive symposium presents resources on anti-racist gerontological education and provides an opportunity to engage critically with peers in all stages of their careers and anti-racism journeys who are interested in integrating anti-racism into their teaching. The first presenter introduces conversations to begin anti-racist pedagogy and assumptions to dismantle. The second presenter describes cultural humility as an essential step towards self-awareness and critical self-reflection for educators and practitioners. The third presenter presents how anti-racist pedagogy, a teaching approach that combines racial content, pedagogy, and organizing, may be applied to gerontology education. Fourth, an example will be presented from an online course module developed to guide Master of Social Work students toward recognizing racial disparities in aging services systems and identifying concrete suggestions for improvement. Finally, strategies for curriculum design will be presented with examples from Public Health education. This symposium is designed to include ample time for group discussion on this critical and under-addressed area of teaching in gerontology across disciplines, such that participants can better connect with others to build awareness, competency, and resources.
33
MENASHY, FRANCINE, and ZEENA ZAKHARIA. "White Ignorance in Global Education." Harvard Educational Review 92, no. 4 (December 1, 2022): 461–85. http://dx.doi.org/10.17763/1943-5045-92.4.461.
Анотація:
In this qualitative research essay, Francine Menashy and Zeena Zakharia advance Charles Mills’s concept of White ignorance for understanding racial power hierarchies in global education governance. They reveal how global education organizations “sanitize racial inequities and silence conversations on race” and how in global education racism has been largely considered a US-based problem, which denies the fact that White supremacy is a global system. The authors argue that White ignorance has inhibited structural change in global education policies and practices. And while the Black Lives Matter movement has called for a global reckoning with entrenched racism and White supremacy, limited attention has been paid to racial inequities in global education circles.
34
Yarneccia D. Dyson, Maria del Mar Fariña, LICSW, Ph.D., Maria A. Gurrola, MSW, Ph.D., and Bronwyn Cross-Denny, Ph.D., LCSW. "Reconciliation as a Framework for Supporting Racial, Ethnic, and Cultural Diversity in Social Work Education." Social Work & Christianity 47, no. 1 (October 24, 2019): 83–95. http://dx.doi.org/10.34043/swc.v47i1.137.
Анотація:
In today’s society, the marginalization and oppression among vulnerable communities emphasizes the need for racial, ethnic, and cultural reconciliation. Slavery, racism, and white privilege have had long standing and negative effects in the history of the United States that continue to perpetuate the lives of minority populations. As a result, the need to emphasize the importance of anti-racist education that focuses on addressing all levels of practice (micro, mezzo, and macro) and challenges structural ideologies is paramount. The pursuit and maintenance of social justice for all is the foundation of the Social Work profession, therefore, students and practitioners must be equipped with the knowledge, training, and skills necessary for understanding how the historical antecedents and racism affect communities they will serve. This paper will explore the concept of racial reconciliation as a framework for addressing racial, ethnic, and cultural diversity within social work programs.
35
Burnett, Bruce. "Coming to Terms with Culture and Racism." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 105–9. http://dx.doi.org/10.2304/ciec.2001.2.1.2.
Анотація:
How the early childhood sector engages with and ultimately addresses notions of racism is clearly contingent upon what educators in the field believe to be its origins and causes. Despite what appears to be a complex and multifaceted set of ‘origins and causes’, it is surprising to find that most educational institutions tend to position their anti-racist programmes somewhere along a single continuum where, at one extremity, are programmes that implicate individuals, while at the other are programmes which lay the blame on institutions. The purpose of this short commentary is to outline these two dominant positions and to unpack some of their underlying theoretical baggage. However, another more important goal is to challenge educators into broadening their established understandings of racism and thus allow for non-traditional forms of racism to be included, i.e. those which are not exercised in transparent and overt forms. One of the major hurdles appears to be focusing educators' attention on the elusiveness of the actual target of the anti-racist programme. The predicament in the early childhood sector is how best to provoke its educators into refusing the apparent ‘safety’ of established anti-racist programmes and encourage them to recognise that the manner in which racism is socially constructed and exercised is both fluid and evolving. Only after the imprecise and blurred make-up of contemporary racism is recognised can educators begin a process where successful aspects of traditional antidiscrimination programmes are retained, and new programmes developed to target aspects of racism that are centred on culture.
36
Figueroa, Monica, and Kristan Shawgo. "“You can't read your way out of racism”: creating anti-racist action out of education in an academic library." Reference Services Review 50, no. 1 (December 7, 2021): 25–39. http://dx.doi.org/10.1108/rsr-06-2021-0025.
Анотація:
PurposeUnder the transformational leadership of the University Librarian, University of North Carolina at Chapel Hill University Libraries shifted from having an education- and programming-based “diversity committee” to a council of librarians advocating for action, anti-racism and social justice, both within our organization and across campus. As our University Librarian noted, “you cannot read your way out of racism.”Design/methodology/approachWith support from library leadership, the Inclusion, Diversity, Equity, and Accessibility (IDEA) Council has advanced anti-racism work in the libraries by serving as facilitators for a book discussion series, organizing a 21-day racial equity challenge, supporting staff in integrating anti-racism practices into their daily work through brown bag conversations, and facilitating the development of inclusion-focused performance management goals.FindingsWhat does an anti-racist library look like, and how does our organization envision this future? These questions anchor the IDEA Council's strategies. The libraries have witnessed a positive shift in staff participation: two-thirds of library staff participated in a Racial Equity Institute Groundwater presentation and in a library-wide book discussion series; approximately half the staff committed to our 21-day racial equity challenge. Participants were asked to reflect in conversation and through surveys.Originality/valueThe first wave of a newly established grant program funded eight staff-led projects to advance social justice in the libraries. Additional steps included caucusing by racial identity, staff-wide discussions about racial equity, and a second wave of funding for the grant program. The authors approach this work with cultural humility: seeking to learn from one another, our peers and fellow activists.
37
Santoro, Doris A., Julia Hazel, and Alberto Morales. "Cultivating anti-racist professional cultures that support educators of color." Phi Delta Kappan 104, no. 1 (August 29, 2022): 22–27. http://dx.doi.org/10.1177/00317217221123645.
Анотація:
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.
38
Heaton, Adam P. "The Importance of Students Engaging in Anti-Racism Education: A Case Study." World Journal of Educational Research 6, no. 2 (May 29, 2019): p349. http://dx.doi.org/10.22158/wjer.v6n2p349.
Анотація:
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.
39
Dube, Ernest. "The Relationship between Racism and Education in South Africa." Harvard Educational Review 55, no. 1 (April 1, 1985): 86–101. http://dx.doi.org/10.17763/haer.55.1.22017006m3588r37.
Анотація:
Ernest F. Dube traces the relationship between racism and education in South Africa in light of the numerous racist policies and practices that the South African government has pursued and continues to implement. He postulates that, contrary to a general belief that racism is practiced primarily by the Afrikaners, the English-speaking South Africans have also been racist. Dube describes the introduction of Bantu Education and draws attention to the intended and unintended outcomes of this system. He offers his insights into the gravity of the situation and forecasts that serious consequences will result from the oppressive educational practices that exist today.
40
Saymuah Stone, Sara, Capricia Bell, Ashleigh Peoples, Manvir Sandhu, Suma Alzouhayli, and Katherine G. Akers. "Racism in medicine: A qualitative study on the impact of discussion among medical students." MedEdPublish 11 (November 29, 2021): 5. http://dx.doi.org/10.12688/mep.17424.1.
Анотація:
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.
41
McGee, Ebony Omotola. "Interrogating Structural Racism in STEM Higher Education." Educational Researcher 49, no. 9 (November 13, 2020): 633–44. http://dx.doi.org/10.3102/0013189x20972718.
Анотація:
The racialized structure of STEM (science, technology, engineering, mathematics) higher education maintains gross inequities that are illustrative of structural racism, which both informs and is reinforced by discriminatory beliefs, policies, values, and distribution of resources. Thus, an examination into structural racism in STEM is needed to expose the marginalization of underrepresented groups in STEM and to improve understanding of the STEM policies, practices, and procedures that allow the foundation of racism to remain intact. I argue that, even at the top of the education hierarchy, Black STEM doctorate students and PhD degree holders consistently endure the racist residue of higher education institutions and STEM employers. Thus, this manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read “assimilate”) underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces. I argue that, without a critical examination of the structural racism omnipresent in the STEM, progress in racially diversifying STEM will continue at a snail’s pace.
42
Jones, Veronica. "Discourse within University Presidents’ Responses to Racism: Revealing Patterns of Power and Privilege." Teachers College Record: The Voice of Scholarship in Education 121, no. 4 (April 2019): 1–32. http://dx.doi.org/10.1177/016146811912100402.
Анотація:
Background Recent incidents of racism at predominantly White institutions (PWIs) have gained increased national attention. The backlash to individuals speaking out against racialized practices is often masked through discourse that dismisses the adverse effects of racism. Because university administrators often center their responses to incidents of racism on upholding free speech, scholars should analyze the ways that administrators’ responses might reinforce the existence of such racist behaviors and affect marginalized students. Purpose and Research Questions Rather than placing the burden on students to disrupt institutionalized racism, the author critically analyzed the discourse administrators utilized in their responses to understand the role of power in language. The following research questions informed the study: (a) what are the various characteristics of the discourse of university administrators as they respond to incidents of racism? and (b) how do university administrators’ responses to racism support or disrupt larger patterns of social power and privilege? Research Design The author utilized critical discourse analysis (CDA) to deconstruct relationships between the speech patterns of university presidents and larger Discourses about social power. Through a process of description, interpretation, and explanation, the author sought to reveal the underlying ideologies that go beyond surface-level discourse about free speech. Data Collection and Analysis Based on the context of increased police brutality and student protests on college campuses, the author reviewed data on recent incidents of racism at PWIs. The three final cases chosen for analysis represented varying approaches utilized by administrators to respond to racist incidents. Through multiple phases of coding, the author interpreted relationships between textual patterns to reveal a larger narrative about administrative accountability. Findings Each university president utilized a different approach to campus racism. The major discourse patterns represented were (a) a direct reproach of individuals as accountable for racism; (b) an indirect and theoretical approach to the reality of racism; and (c) a denial of or diversion from racism through authority. Conclusions and Recommendations Across the cases, administrators utilized speech that either downplayed the existence of racism or defined it through privilege or colorblind ideology. With the last incident resulting in the firing of the president, the analysis revealed ways that presidents can utilize emotional speech without substantial action. In order to be more responsive to marginalized communities, administrators need to intentionally engage with marginalized groups who are often silenced because their beliefs do not fit the standard of the dominant norm.
43
Truong, Kimberly, and Samuel Museus. "Responding to Racism and Racial Trauma in Doctoral Study: An Inventory for Coping and Mediating Relationships." Harvard Educational Review 82, no. 2 (June 1, 2012): 226–54. http://dx.doi.org/10.17763/haer.82.2.u54154j787323302.
Анотація:
In this study, Kimberly A. Truong and Samuel D. Museus focus on understanding strategies doctoral students of color use to respond to racism. The authors conducted semi-structured individual interviews with twenty-six participants who self-reported experiencing racism and racial trauma during doctoral studies. Analysis of the data resulted in findings that encompass three categories: internal responses, controlled responses, and external responses. These three broad themes comprise an inventory for responding to racism and racial trauma that focuses on coping and mediating relationships.
44
Genao, Soribel, and Yaribel Mercedes. "All We Need Is One Mic: A Call for Anti-racist Solidarity to Deconstruct Anti-Black Racism in Educational Leadership." Journal of School Leadership 31, no. 1-2 (January 2021): 127–41. http://dx.doi.org/10.1177/1052684621993046.
Анотація:
In this article, we outline some of the vital measurements of racism and anti-blackness as a macro system in education. We contend that principal preparation programs have not explicitly prioritized anti-racist school leadership, while often resisting the possibilities of solidarity or one mic of knowledge to increase anti-racist dispositions. Considering the lexicon of whiteness as an assemblage, a racial discourse should be “supported by material practices and institutions,” that prepare educational leaders to examine anti-blackness curriculum that have been embedded as a standard method. We also posit that theoretical understanding of racism as global whiteness from a post-oppositional lens and decoloniality that will challenge the way racism is currently referenced in educational leadership scholarship. Moreover, current global and decolonial research gives way for a new vision of solidarity by humanizing scholarly resistance that cultivates a vision of community that regards differences of knowledge across groups and investigates racist policies and practices in educational leadership programs.
45
Pradivta, Annisa Nitya, and Diah Kartini Lasman. "Ben Jelloun’s Point of View on Racism in the Essay Le Racisme Expliqueé À Ma Fille." OKARA: Jurnal Bahasa dan Sastra 15, no. 1 (May 31, 2021): 162–80. http://dx.doi.org/10.19105/ojbs.v15i1.4512.
Анотація:
Moroccan literature has been growing since the 1950s, when Morocco was still under French occupation. The big themes that commonly appear in Moroccan literature are the issues of colonialism and racism. One Moroccan writer whose work speaks a lot about racism is Tahar Ben Jelloun. This article aims to analyze one of Ben Jelloun's works entitled Le Racisme expliquée à ma fille. The essay discusses a father and his 10-year-old daughter about racism and what makes people became racist. In the essay, some words are in bold, and these words are mostly phenomena or social events related to the dark history of world civilization due to racism. This study used a qualitative method by using Genette's focalization theory and opposition theory by Greimas markers. The analysis results show that the concept of racism in this essay is conveyed through the father's focalization even though the essay's form is a question and answer between the father and daughter. The selection of forms of dialogue with father and daughter figures can be seen as a narrative strategy to convey the implicit meaning to combat racism. Anti-racism education in the family is Tahar Ben Jelloun's reflection on solutions to racism in the world.
46
Housee, Shirin. "Enough is Enough: De-colonise, Diversify and De-construct the Curriculum." Social Policy and Society 21, no. 1 (October 4, 2021): 123–33. http://dx.doi.org/10.1017/s1474746421000567.
Анотація:
This article explores the importance of anti-racism in a higher Education context. With reference to the recent discussions on de-colonising the curriculum, I reflect on the importance of the Black Lives Matter movement. I argue more vehemently than ever before – enough is enough – we have no choice but to teach against racism. This article discusses the importance of de-colonising the curriculum and Higher Education and creating learning environments that open out discussions about everyday racism. This, I argue, is core to our anti-racist practise if we intend to build a fairer and a more anti-racist world.
47
Noguera, Renato. "denúncias e pronúncias: estudos afroperspectivistas sobre infâncias e educação das relações étnico-raciais." childhood & philosophy 16, no. 36 (August 25, 2020): 01–22. http://dx.doi.org/10.12957/childphilo.2020.48335.
Анотація:
This brief Afroperspectivist study explores the articulation between the education of ethnic-racial relations and childhood studies. The generational issues of childhood are not dissociated from racialization. Therefore, racism is a phenomenon that needs to be tackled in children's contexts. This essay makes some complaints about situations of racism that afflict children in Brazil, and offers what we call pronouncements. We postulate that it is important to propose anti-racist paths. Afro-perspectivist philosophy operates on the assumption that childhood – approached as a philosophical concept - is the existential and political key to the promotion of afrotopia, which the Senegalese economist Felwine Sarr understands as a real historical possibility. We argue that the Western project promotes adulthood, which implies the colonization of life and the world. Our hypothesis is that through the promotion of childhood we can create the necessary conditions for anti-racist societies, and offer an afro-perspectivist understanding of childhood as a proactive indicator of the possibility other realities.
48
Braun, Lundy. "Theorizing Race and Racism: Preliminary Reflections on the Medical Curriculum." American Journal of Law & Medicine 43, no. 2-3 (May 2017): 239–56. http://dx.doi.org/10.1177/0098858817723662.
Анотація:
The current political economic crisis in the United States places in sharp relief the tensions and contradictions of racial capitalism as it manifests materially in health care and in knowledge-producing practices. Despite nearly two decades of investment in research on racial inequality in disease, inequality persists. While the reasons for persistence of inequality are manifold, little attention has been directed to the role of medical education. Importantly, medical education has failed to foster critical theorizing on race and racism to illuminate the often-invisible ways in which race and racism shape biomedical knowledge and clinical practice. Medical students across the nation are advocating for more critical anti-racist education that centers the perspectives and knowledge of marginalized communities. This Article examines the contemporary resurgence in explicit forms of white supremacy in light of growing student activism and research that privileges notions of innate differences between races. It calls for a theoretical framework that draws on Critical Race Theory and the Black Radical Tradition to interrogate epistemological practices and advocacy initiatives in medical education.
49
Espino, Michelle M. "Positionality as Prologue: Encountering the Self on the Journey to Transforming Latina/o/x Educational Inequities." Teachers College Record: The Voice of Scholarship in Education 120, no. 14 (November 2018): 1–16. http://dx.doi.org/10.1177/016146811812001413.
Анотація:
Positionality is an often overlooked but strategic practice for analyzing race and racism within the organizational bounds of predominantly White institutions of higher education. Positionality is critical self-reflection that uncovers the tensions and areas of strength found in relationships among the researcher, the research topic, the study participants, and the data analysis process. I argue that the researcher's practice of interrogating and articulating their personal and professional knowledge, values, beliefs, experiences, and embedded assumptions about race and racism can also be applied to a practitioner who plans to engage in dismantling systemic racial inequities in higher education. This chapter will illustrate how individuals embedded within institutions of higher education can interrogate their own positions within racist organizational contexts; attend to power dynamics as educational leaders, narrators, and subjects of inquiry; and commit to transformational practice that can address Latina/o/x educational inequities.
50
Seriki, Vanessa D. Dodo, Cory T. Brown, and Kenneth J. Fasching-Varner. "The Permanence of Racism in Teacher Education." Teachers College Record: The Voice of Scholarship in Education 117, no. 14 (November 2015): 75–102. http://dx.doi.org/10.1177/016146811511701406.
Анотація:
Using the chronicles of three friends, this chapter presents a counterstory that sets the stage for the examination of racism in teacher education, within the United States of America, using critical race theory (CRT) as an analytical tool. The setting of these chronicles is during a time when postracial rhetoric in the United States was at its highest—just after the 2008 election of President Barack Obama. The three friends take the readers on a journey through their graduate experience in teacher education and into their first faculty position in teacher education. Their experiences, as students and junior faculty, are akin to what many faculty and students of color and their White allies experience daily in teacher education programs across the United States. The analysis of their chronicle, using CRT, reveals that postracial discourse has disguised racism and racial microaggression in teacher education. Racial microaggres-sion is as pernicious as other forms of racism and, through its passive-aggressive orientation, validates institutional and individual lack of attention to issues of race.