Anti-Racism, Feminism, and Critical Approaches to Education: by Roxana Ng, Joyce Scane, Patricia Staton

By Roxana Ng, Joyce Scane, Patricia Staton

This publication continues that there has no longer been adequate discussion and cross-fertilization among a number of varieties of severe ways to schooling, significantly multicultural/anti-racist schooling, feminist pedagogy, and demanding pedagogy. participants from Canada and the us tackle academic matters proper to aboriginal peoples, humans of colour, and other people of non secular minorities in mild of feminist and significant pedagogical concept. they're delicate and attentive to the ability family members operative in a environment, and tackle the a number of and contradictory subjectivities of academics and inexperienced persons at the foundation of race, gender, category, faith, ethnicity, age, and talent.

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Additional info for Anti-Racism, Feminism, and Critical Approaches to Education: (Critical Studies in Education and Culture Series)

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16 Anti-Racism, Feminism, and Approaches to Education • Teachers and the school system need to be more active in relating with immigrant parents. • Teachers brand visible minorities and immigrants as troublemakers. ” • A number of those participating in the meeting had a racist experience to report. • The suggestion was made that people need to understand more about each other’s culture in order to effectively combat racism. They specially noted that people aren’t born racist, that racism is learned.

By denying racial differences, teachers are refusing to recognize children’s full range of social experiences and histories, including membership in a racial or cultural group as well as the possibility of painful episodes of discrimination (Tator, 1987/1988:11). A similar situation in the United States is discussed by Christine Sleeter, who points out how difficult it is to get white teachers to move significantly beyond “color-blind” thinking, as well as to have them stop treating all children alike.

Implementation of what already exists in this area leaves a lot to be desired. Much of it has to do with the fact that newer formulations have failed to transform the overall functions of schooling, the basic structure of which remains intact today. There is as yet no clear vision, not to mention theoretical clarity, as to what anti-racist education is supposed to be. As Cummins has correctly asserted, the definitions of the role of educators and of the school have remained largely unchanged despite new and improved programs and policies.

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