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Artículos de revistas sobre el tema "Racism in education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 31 de julio de 2024

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1

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.

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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 pedagog

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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.

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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 ta

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Playfair, Catherine, Garfield Hunt, and Chrissie DaCosta. "Developing anti-racist undergraduate nursing education: themes and action." British Journal of Nursing 32, no. 15 (August 17, 2023): 736–42. http://dx.doi.org/10.12968/bjon.2023.32.15.736.

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The impact of racism on health is undeniable. However, undergraduate nurse education in the UK is not adequately addressing the racism within the profession. Literature on anti-racist nursing education was reviewed to uncover the most effective strategies for nurse educators to develop this approach. The literature describes a climate of denial and defensiveness among nurse educators. It urges nurse educators to develop racial literacy, and explores nursing curricula, recommending intersectionality as a way to teach about health disparities, with a move away from a culturalist perspective. The

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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.

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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 documenta

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Kailin, Julie. "How White Teachers Perceive the Problem of Racism in Their Schools: A Case Study in “Liberal” Lakeview." Teachers College Record: The Voice of Scholarship in Education 100, no. 4 (January 1999): 724–50. http://dx.doi.org/10.1177/016146819910000402.

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This study examined White teachers’ perceptions of racism in their schools. An open-ended questionnaire was administered to 222 teachers in a medium-sized highly rated middle-class Midwestern school district. Teachers were asked to provide examples of racism in their schools. Teachers’ responses were analyzed and coded according to major themes that were collapsed into three major categories: attribution of racial problems to Whites; attribution of racial problems to Blacks; attribution of racial problems to institutional/cultural factors. Research findings indicate that most White teachers op

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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.

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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 organiza

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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.

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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 disc

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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.

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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

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Andrews, Dorinda J. Carter. "Black Achievers’ Experiences with Racial Spotlighting and Ignoring in a Predominantly White High School." Teachers College Record: The Voice of Scholarship in Education 114, no. 10 (October 2012): 1–46. http://dx.doi.org/10.1177/016146811211401002.

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Background/Context Despite a history of racial oppression and degradation in U.S. schools, African Americans have responded to racism and discrimination in ways that promote educational attainment and school success. Many Black adolescents have been empowered to succeed academically partly because of their awareness of racist practices in education and society. This empowerment to succeed in the face of racism is also seen as resiliency. A growing body of research suggests that despite experiencing racism in schools, many African Americans possess an achievement ethos that demands a commitment

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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.

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The nation’s greatest anti-racist education policy — school desegregation — has proven no match for the adaptations of institutionalized racism. Over the last 40 years, school segregation has evolved and reemerged in housing patterns, school zoning policy, and curricular tracking. This has led to calls for new solutions to the problem of racial segregation in schools. Is it possible, however, that the pursuit of such solutions is a form of avoidance, an unwillingness to face the intractable nature of institutionalized racism? Jerry Rosiek considers the power of pessimism about racial justice a

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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.

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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

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Campbell, Erica. "Critical Race Theory: A Tool to Promote an Anti-Racist Pedagogy." Urban Social Work 7, no. 1 (June 1, 2023): 43–55. http://dx.doi.org/10.1891/usw-2022-0005.

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There has been much controversy surrounding critical race theory (CRT) and the discussion of race and racism in education. The national emergence of racial injustices such as state-sanctioned violence, police killings of people of color, schools’ pipeline to prison, and COVID-19 racial disparities, in addition to racial justice movements such as #BlackLivesMatter, #SayHerName, and #BlackAndMissing has ignited the need for the social work profession to bring awareness to the pervasiveness of race and to fully acknowledge the role of white supremacy on education, social systems, institutions, le

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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.

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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, institutiona

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Aseffa, Feben, Lwam Mehari, Faduma Gure, and Lloy Wylie. "Racism in Ontario Midwifery: Indigenous, Black and Racialized Midwives and Midwifery Students Unsilenced." Canadian Journal of Midwifery Research and Practice 20, no. 2 (April 18, 2024): 10–22. http://dx.doi.org/10.22374/cjmrp.v20i2.44.

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This article reports on findings from a 2019 online survey titled Experiences of Racism Among Ontario BIPOC Midwives and Students in Midwifery Education and Profession, completed by Ontario midwives and midwifery students who identify as Black, Indigenous, or People of Colour (BIPOC). The survey explored their experiences of racism in both midwifery education and profession. In total, 40 participants consented to participate in the survey, of which 36 completed some or all of the survey; 56% identified as midwives in varying stages of their career, and 45% as students. Of these participants, 8

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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.

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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 toge

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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.

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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 ess

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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.

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Racism in various forms exists worldwide. In Australia, racism is inextricably linked to the history of Australian immigrants and early setters. Although the Australian education system has adopted inclusive education, evidence shows several incidents of racial exclusion. With the public education system experiencing an increased cultural diversity in student population, schools are required to develop inclusive education policies. While policies related to disability inclusion have been in practice for many years, only recently has there been an increasing awareness of racial inclusion. This

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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.

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While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K–12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visibl

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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.

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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 entr

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Fairfax, Colita Nichols, Michele Rountree, Andrea Murray-Lichtman, Rebecca Maldonado Moore, Michael Yellow Bird, Travis Albritton, Mitra Naseh, Elena Izaksonas, and Tauchiana Williams. "Lessons Learned from the CSWE Task Force to Advance Anti-Racism in the Social Work Education Policy and Accreditation Standards:." Advances in Social Work 23, no. 2 (January 30, 2024): 262–77. http://dx.doi.org/10.18060/24989.

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On May 25, 2020, Mr. George Floyd, a Black man, was murdered by Derek Chauvin, a White police officer in Minneapolis, Minnesota. In response to this disgusting display of police brutality, thousands of people all over the world began protesting Mr. Floyd’s killing. The Capital of the Confederacy, Richmond, Virginia, became one of many flashpoints for the public’s rage against white supremacy and systemic racism as thousands of people flooded the historic Monument District to topple, dismantle and re-frame Confederate monuments with protest slogans. Policing in the United States is rooted in th

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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.

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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

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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.

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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

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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.

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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 s

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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.

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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 effectivel

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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.

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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 dissemin

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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.

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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-raci

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Jones, S. Renée, Roberta Chevrette, Janna Brown McClain, Patrick G. Richey, and Pamela C. McCluney. "Discussing Racism in Higher Education." Departures in Critical Qualitative Research 12, no. 2 (2023): 29–53. http://dx.doi.org/10.1525/dcqr.2023.12.2.29.

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Students and educators alike continue to find discussing race and racism challenging. Intergroup dialogue (IGD) offers a framework for addressing this challenge, yet much of the research on IGD is done on participants rather than with participants. Utilizing a qualitative cooperative inquiry approach, this article examines outcomes of an IGD among Black and White faculty concerning Robin DiAngelo’s (2018) book, White Fragility: Why It’s So Hard for White People to Talk About Racism. Aligning the phases of cooperative inquiry with IGD stages, participants explore differences and commonalities,

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Guimarães Junior, José Carlos, Adão Rodrigues de Sousa, Marttem Costa de Santana, Francisco Carneiro Braga, Lívia Barbosa Pacheco Souza, Hellyegenes De Oliveira, Tarciana Cecília De Souza Ferreira, and Savio Lima Costa e Silva. "Training teachers to work on racism, prejudice and racial discrimination in early childhood education." Concilium 23, no. 3 (March 13, 2023): 1031–48. http://dx.doi.org/10.53660/clm-893-23b40.

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Early childhood education is absent from the legal regulations, so that there is an advance in an education free of racism, prejudice and discrimination. It is known that racism is a problem that permeates the Brazilian society, being present mainly in the school environment. With the enslavement of Africans, several myths about the supposed inferiority of blacks in relation to whites emerged as a way to show that they were and still are below whites. "Being white was considered a normal human condition, but being black required scientific justification" (Munanga, 1984). As a result, various p

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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.

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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.

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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.

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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.

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The fact that a school has anti-racist measures does not automatically mean discrimination and racism has been eradicated. For instance, in their study which investigated racism in a number of schools, Donald et al. (1995) found that although coherent anti-racist policies had been implemented throughout the schools, the extent of discriminatory and racist attitudes among the pupils was either under-estimated or unrecognised by school staff – they called this the ‘No Problem Here’ syndrome. In this present study, the researchers developed this concept one stage further by examining the existenc

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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.

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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.

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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 in

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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.

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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 reveal

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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.

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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.

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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 oppor

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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.

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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.

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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.

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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 foun

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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.

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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 Matte

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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.

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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

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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.

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Maine’s Portland Public Schools has for years been committed to racial equity, but that commitment has been both an asset and a barrier to making the district hospitable to educators of color. The district’s progressive and anti-racist stance led many white educators to assume that their colleagues did not experience interpersonal or institutional racism. However, when Doris Santoro, Julia Hazel, and Alberto Morales interviewed educators throughout the district they found that experiences of racism were pervasive. Knowing that white educators might tend to deny that reality and not wanting to

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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.

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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 librarie

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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.

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Background: This study evaluated the impact of the Racism in Medicine Summit on student perceptions of various topics related to racism in medicine. The Summit was organized at the Wayne State University School of Medicine (WSUSOM) to educate students, faculty and staff on how structural racism affects the residents of Detroit and the historical relationship between healthcare and vulnerable populations. The Summit aimed at providing context for what students in Detroit will encounter as physicians-in-training and the skills they will need to master while working within similar communities. Me

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Heaton, Adam P. "The Importance of Students Engaging in Anti-Racism Education: A Case Study." World Journal of Educational Research 6, no. 2 (May 29, 2019): p349. http://dx.doi.org/10.22158/wjer.v6n2p349.

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While adults generally acknowledge that children are susceptible by what they see and hear in their social surrounds, many do not believe children can be shaped by racist discourse. Based on anti-racism learning outcomes achieved among two cohorts of 12-14-year-old Grade Eight students—the entirety of who initially held racist perspectives of Aboriginal Australians, this paper argues the need for schools to engage all students in anti-racism education.

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Cornell, Dennis. "Teaching Anti-Racism to White Social Work Students." Advances in Social Work 23, no. 2 (January 30, 2024): 278–94. http://dx.doi.org/10.18060/26267.

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Social work education has traditionally been focused on Whiteness with evidence-based anti-racism practices not commonly taught in social work courses. Utilizing the six anti-racism intervention categories found in the literature review, while incorporating the anti-racism frameworks of learning/unlearning socially conditioned racism, this practice application article focuses on developing an anti-racism MSW course for a university. Additionally, suggestions to infuse anti-racism practices throughout the entirety of an MSW program are introduced. This approach will allow students to develop a

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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.

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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

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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.

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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 w

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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.

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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

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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.

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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

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