Bibliography: Anti-racist (page 01 of 01)

This annotated bibliography is reformatted and customized by the Center for Positive Practices for the Educators website.  Some of the authors featured on this page include Joaze Bernardino-Costa, Elena Papamichael, Allyson Livingstone, Radiah Harper, Sharlene Swartz, Dane Isaacs, Tianlong Yu, Michalinos Zembylas, Jaana Pesonen, and Deanna M. Blackwell.

Pesonen, Jaana (2013). Anti-Racist Strategies in Finnish Children's Literature: Physical Appearance and Language as Signifiers of National Belonging, Children's Literature in Education. This article examines anti-racist strategies employed in Finnish children's literature. The examples from four stories illustrate that certain physical characteristics and cultural markers can become strong signifiers of nationality, that is Finnishness. The characters in these stories have to cope with experiences of exclusion and loneliness before the people around them learn that difference and diversity do not change the fact that all humans are worth the same. However, the paper argues that the intended positive outcome of books with a strong anti-racist agenda threatens to be lost as heavily accentuated moral lessons often become counterproductive. The paper demonstrates some of the changes that have taken place in Finnish children's literature during the past two decades and addresses significant cultural and societal issues that affect children's everyday lives.   [More]  Descriptors: Foreign Countries, Childrens Literature, Racial Bias, Physical Characteristics

Zembylas, Michalinos; Papamichael, Elena (2017). Pedagogies of Discomfort and Empathy in Multicultural Teacher Education, Intercultural Education. To show the potential and limitations of pedagogies of discomfort and empathy in anti-racist and multicultural teacher education, this paper engages in an in-depth analysis of two "critical moments" that are drawn from a series of teacher workshops. The purpose of the analysis is to show how discomfort and empathy may be combined together pedagogically in the context of multicultural and antiracist teacher education. The contribution to the literature is to highlight the importance of foregrounding attention to teachers' discomfort and its pedagogical implications in multicultural teacher education.   [More]  Descriptors: Teaching Methods, Workshops, Teacher Education, Multicultural Education

Arber, Ruth (2015). Deconstructing Religious Identity, Difference, and Belonging: Implications for Anti-Racist Pedagogy, Diaspora, Indigenous, and Minority Education. Increasing numbers of Australians identify with a multiplicity of religion groups or have no religious affiliation. Despite this, the representation of religious groups other than Christian–and the implications of this for anti-racist pedagogy in Australian schools–is seldom explored. This article interrogates the ways in which the most prominent of these minority religious groups (Buddhist, Hindu, Muslim, Jewish) were spoken about in two Melbourne newspapers and considers the implications of this interrogation for multicultural pedagogy in globally integrated local school contexts, such as those in Australia. Methodologies of social cultural theory and critical discourse analysis (CDA) are used to investigate newspaper discussions from the different viewpoints of their experiential, systemic, and normative focus. I find that notions of religious identity described in the media are stylized in form and an almost-silent normative self-identity is defined against clichéd typologies made within a crucible of race, identity, and belonging.   [More]  Descriptors: Religion, Self Concept, Racial Bias, Discourse Analysis

Yu, Tianlong (2012). "What Is It that I Don't Know": Learning with White Teachers in Anti-Racist Education, Multicultural Education. In this article, the author shares reflections on a difficult learning journey. Tianlong Yu first describes the difficulties and resistance students demonstrated in understanding anti-racist education in general. He then shares his attempt to understand such student difficulty and resistance through an analysis of the social and educational contexts that situate and confine students. Finally, a discussion of the pedagogical efforts that were made to help students learn in anti-racist education. An emphasis on autobiographical examination was adopted which, the author believes, has great potential to assist students and teachers in the growth process.   [More]  Descriptors: Whites, Resistance (Psychology), Social Justice, Racial Bias

Blackwell, Deanna M. (2010). Sidelines and Separate Spaces: Making Education Anti-Racist for Students of Color, Race, Ethnicity and Education. The way in which anti-racist education is currently conceptualized and practiced holds very few benefits for students of color. By using whiteness theory and the politics of identity and difference, many educators have developed pedagogical interventions that are concerned with bringing white students into a consciousness about racism and white privilege, and examining the effect of racial-identity politics on classroom interactions. Their aim to cultivate an anti-oppressive educational environment for all students is undermined by their preoccupation with identity politics, whiteness and white students. Thus, in both theory and practice, students of color are often rendered invisible on the sidelines or their personal stories are used to benefit white students and white educators. Scholar-practitioners in this field have not adequately considered what counts as anti-racist education for students of color. In this paper, I tell stories about my own experiences as a black woman graduate student as a way of "talking back" to the disjunctures between pedagogical intentions and the disappointing realities of anti-racist classrooms. I identify the pedagogical obstacles that block instructors from positioning students of color as a central educational concern alongside their white classmates, and argue that anti-racist educators must reexamine their principles and practices from the standpoint of students of color. Finally, I turn to black feminist standpoint theory to discuss the importance of racially separate spaces as a pedagogical intervention that can make education anti-racist for students of color.   [More]  Descriptors: Graduate Students, Educational Environment, Personal Narratives, Minority Groups

Acosta, Melanie M.; Hudson-Vassel, Charisse; Johnson, Bridgette; Cherfrere, Gernissia; Harris, Michelle G.; Wallace, Jana; Duggins, Shaunté (2017). Beyond Awareness: Black Studies for Consciousness and Praxis in Teacher Education, Equity & Excellence in Education. Critical Studyin' is a Black Studies-inspired, morally engaged pedagogy. With roots in anti-racist teaching, it is focused on race, ideology, and education. This study explores the learning experiences and outcomes of seven, preservice educators after taking a course that was based on Critical Studyin' and offered in a College of Education at one university in the Southeastern region of the United States. Researchers employed constructivist grounded theory techniques to the analysis of semi-structured interviews and course documents. Findings highlight the development of students' critical consciousness and agency as they engaged in critical interrogation of the complex relationships among race, culture, and classroom teaching. This study highlights the potential of Black Studies as a pedagogy teacher educators can enact to orchestrate disruptive learning experiences and environments necessary for anti-racist teaching. It adds further support for culture-centered approaches in educator preparation that scaffolds preservice educators in their development of justice-oriented perspectives and practices in education.   [More]  Descriptors: Black Studies, Preservice Teachers, Preservice Teacher Education, Schools of Education

Davis, Ashley; Livingstone, Allyson (2016). Sharing the Stories of Racism in Doctoral Education: The Anti-Racism Project, Journal of Teaching in Social Work. Across-racial group of social work doctoral students engaged in an Anti-Racism Project. Through shared journaling and group discussions, participants explored and interrogated experiences of racism related to doctoral education. A thematic analysis of qualitative data surfaced several themes: experiences with racism as a doctoral student, noticing the presence of White privilege, learning to teach as an anti-racist educator, and anticipating the job market. Through critical reflection, participants identified ways that schools of social work can better support doctoral students and prepare leaders committed to promoting racial justice.   [More]  Descriptors: Graduate Students, Doctoral Programs, Racial Bias, Social Work

Lynch, Ingrid; Swartz, Sharlene; Isaacs, Dane (2017). Anti-Racist Moral Education: A Review of Approaches, Impact and Theoretical Underpinnings from 2000 to 2015, Journal of Moral Education. Racism is a moral issue and of concern for moral educators, with recent social movements such as #BlackLivesMatter highlighting how far we are from obliterating racial oppression and the unearned privilege whiteness confers. To contribute to a more formalised approach to anti-racist moral education, this article systematically reviews 15¬ years of peer-reviewed scholarship concerned with anti-racist education, to establish the definitions and aims of anti-racist education drawn on, the theoretical frameworks underpinning these, the methods used in education efforts, and their intended impact. It also considers the geo-political aspects of knowledge production in the field, such as author country location and implementation context of empirical studies. It concludes with implications for moral education in classroom and community contexts and advocates for anti-racist moral education that comprise three interconnected components–making visible systemic oppression (visibilising), recognising personal complicity in oppression through unearned privilege (recognising) and developing strategies to transform structural inequalities (strategising).   [More]  Descriptors: Racial Bias, Multicultural Education, Moral Development, Literature Reviews

Rampal, Michelle (2015). Practical Pluralism: Toward Anti-Racist Competencies in Music Educators, Action, Criticism, and Theory for Music Education. The specialized curricula of music education degree programs afford relatively few opportunities to cultivate educators' abilities to recognize, acknowledge, and incorporate students' multiple lived realities within the music classroom. This is especially problematic in an age where public schools serve an increasingly diverse population of students. While many researchers are challenging established curricula and traditional music education practices, arguments stop short of outlining specific competencies that may be helpful for music educators to acquire. This paper examines and synthesizes literature between domains of educational sociology and music education in an effort to introduce anti-racist pedagogy into a music education setting. Through these efforts, I propose music educators consider adopting anti-racist competencies that could engage and promote the unique identities of all students in their classrooms. In doing so, music educators can assume a powerful role in shaping school culture, providing a space to explore the intersections of culture, power, and identity.   [More]  Descriptors: Music Education, Music Teachers, Cultural Pluralism, Racial Bias

Bernardino-Costa, Joaze; De Carli Blackman, Ana Elisa (2017). Affirmative Action in Brazil and Building an Anti-Racist University, Race, Ethnicity and Education. This article highlights the black movement's centrality to building anti-racist universities in Brazil. It examines the questioning of the racial democracy myth within Brazilian universities as well as in the Brazilian mainstream media since the beginning of the new millennium. This debate was referred to the Supreme Court, which affirmed the constitutionality of racially oriented affirmative action measures. After the Supreme Court pronouncement, the Federal Government approved Law 12.711/2012 that instituted affirmative action within every federal university in the country. Even if it seems to be a victory in the anti-racist struggle, in this new law the racial dimension is a category tagging along behind that of social class. Considering that, the article concludes by calling for the need to redeem the original meaning of the debate, namely the anti-racist struggle.   [More]  Descriptors: Foreign Countries, Blacks, Social Justice, Affirmative Action

Da Costa, Alexandre Emboaba (2016). The Significance of Post-Racial Ideology, Black Political Struggle, and Racial Literacy for Brazilian Anti-Racist Education Policy, Policy Futures in Education. This paper furthers current analysis of anti-racist, critical multicultural, and decolonial educational reforms in Brazil through a focus on the significant role played by post-racial ideology, black politics, and racial literacy in policy design and implementation. The paper first details the ways in which post-racial commonsense and anti-black racism have been central to the Brazilian social formation and continue to constitute crucial obstacles to fundamentally reshaping the curriculum, educational institutions, educators' racial literacy, and classroom pedagogies. The article then contends that understanding the politics of race and education in Brazil necessitates acknowledging emergent anti-racist policies and discourses as the product of decades of black political struggle by activists, educators, and community organizations to make racism and racial inequality public issues. In this way, the policy documents and discourses shaping recent educational reforms in Brazil should be understood as political interventions within a particular historical conjuncture and racial formation. Such an analysis reveals contemporary black Brazilian efforts in education as mobilizations that go beyond a "politics of identity," recognition and apolitical multiculturalism and towards building more transformative anti-racist and decolonial proposals that directly challenge the nature and effects of anti-black racism in society.   [More]  Descriptors: Foreign Countries, Racial Attitudes, Racial Bias, Ideology

Zembylas, Michalinos (2015). Rethinking Race and Racism as "Technologies of Affect": Theorizing the Implications for Anti-Racist Politics and Practice in Education, Race, Ethnicity and Education. This article draws on the concept of race and racism as "technologies of affect" to think with some of the interventions and arguments of critical affect studies. The author suggests that critical affect theories enable the theorization of race and racism as affective modes of being that recognize the historically specific assemblages which are practiced in schools and the society. It is also argued that rethinking race and racism as technologies of affect, a vision of anti-racist politics and practice in education can be formed in ways that go beyond recognition or resistance, but rather attend to the production of pedagogical spaces and practices that create ways of living differently. The education implications of this idea are discussed in relation to how teachers and teacher educators can begin not only to analyze the affective mobilizations of race and racism, but also to engage in political struggles that harness the affective forces of anti-racist action in everyday life.   [More]  Descriptors: Foreign Countries, Racial Bias, Critical Theory, Race

Whitten, Amanda; Sethna, Christabelle (2014). What's Missing? Anti-Racist Sex Education!, Sex Education: Sexuality, Society and Learning. Contemporary sexual health curricula in Canada include information about sexual diversity and queer identities, but what remains missing is any explicit discussion of anti-racist sex education. Although there exists federal and provincial support for multiculturalism and anti-racism in schools, contemporary Canadian sex education omits crucial anti-racist work, and foundational anti-racist education frameworks are silent about the sex education curriculum. To show how race is discussed in sex education, a content analysis based on a keyword search of Ontario public secondary school health provincial curricula and federal sex education policy was conducted. English language curricula created within the same nine-year range (1999-2008) were selected from Ontario and Canada to maximise the congruency of politics and country of origin. Content analysis findings point to major deficiencies and provide the basis for future anti-racist sex education policy recommendations. As anti-racism critically examines the institution of education, and sexual health curricula are an increasingly politicised example of potentially transformative education, anti-racism must be incorporated into future sex education work.   [More]  Descriptors: Foreign Countries, Sex Education, Social Justice, Racial Bias

Harper, Radiah; Hendrick, Keonna (2017). Doing the Work: A Discussion on Visioning and Realizing Racial Equity in Museums, Journal of Museum Education. As museum educators move forward to promote racial and cultural equity in the field, it will be critical to consult those who have been doing this work to learn from their experiences. In this discussion, Radiah Harper and Keonna Hendrick reflect on Ms. Harper's experience advocating for racial and cultural inclusion in museum education, while considering the tools museum educators will need to employ to make immediate and long-term changes in their practice and institutions to support anti-racist work.   [More]  Descriptors: Museums, Nonschool Educational Programs, Advocacy, Inclusion

Hornung, Rebecca (2012). Whiteness in Social Work Education Authentic White Allies, ProQuest LLC. This dissertation is guided by the following questions: How do People of Color define and experience White people as "authentic" allies? What does a White ally look like to People of Color? How do White allies view themselves as "authentic" White allies? What experiences lead White people to anti-racism and anti-racist praxis? How do White people translate what they know about racism into an active and courageous anti-racist praxis in their own lives? What kinds of educational experiences in the social work classroom might foster or hinder students from learning how to translate anti-racist knowledge into anti-racist praxis? Using narrative methods, I explore some of the answers to these questions. Findings from this study offer ways to design deeper and more meaningful social work/social justice pedagogy that will better prepare social workers to be active, anti-racist practitioners and allies in all aspects of their work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Social Work, Social Justice, Teaching Methods, Minority Group Students

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