Under the cloak of professionalism: covert racism in teacher education

This study focuses on manifestations of racism and colonialism in teacher education. I build on the theoretical framing of Critical Race Theory and decolonization in order to expose racist and colonial assumptions at the core of teacher education. I highlight in particular the work of covert racism under the cloak of teachers’ professionalism. I focus on what I call ‘professional microaggressions’: subtle forms of racism and colonialism hidden beneath professional definitions. By interviewing graduates of a well-established Indigenous teacher education program in British Columbia, Canada, I examine the mechanisms that still hinder the success of Indigenous teacher candidates in teacher education and in the school system. The study highlights the resilience, resistance, and strategic planning that Indigenous teachers use to challenge the system while advancing their position within it. Lastly, I suggest ways to support Indigenous teacher candidates in teacher education.     

Racing tradition: Catholic schooling and the maintenance of boundaries

This article seeks to add to the underdeveloped strain of inquiry on the raced social experience of students in private and parochial institutions. We examine the role Catholic schools in the city of Chicago play in the maintenance and creation of racially problematic policies, spaces, and rhetoric. The research uncovers a multitude of responses framing African American students as an exotic other in mission and action through the leveraging of liturgical, ideological, and political language and practice. Using Cultural Studies and Critical Race Theory the work seeks to create a discursive space for representation and resistance in the repositioning of dominant and sanguineous narratives about Catholic schooling both in the US and globally. We use moments when race became particularly and often painfully salient in our experiences of Catholic schooling to expose the structural and racial inequity perpetuated in establishing and enforcing racial barriers to success through religion-for-segregation educational policies.     

Unpacking internalized racism: teachers of color striving for racially just classrooms

Within racial inequitable educational conditions, students of color in US schools are susceptible to internalizing racism. If these students go on to be teachers, the consequences can be particularly detrimental if internalized racism influences their teaching. Framed in Critical Race Theory, this article investigates the process pre-service teachers of color took in unpacking their internalized racism as they strive for racially just classrooms. In-depth interviews and focus groups were conducted with black (four) Latina (four) and Asian American (four) women enrolled in a social justice-oriented urban teacher education program in California. Data revealed that participants in this study: (1) had experienced racism and internalized racism in their K-12 education; (2) had done self-work prior to enrolling in their teacher education program to begin the process of unpacking internalized racism; and (3) felt that critical dialogues about internalized racism within teacher preparation was essential to develop pedagogy that challenges racial inequality. This study adds to the field by taking a cross-racial approach to understanding the struggles of teachers of color with internalized racism in their own lives. It additionally outlines an important process many teachers of color go through to develop racially just classrooms.     

The legacy of Derrick Bell and Latino/a education: a critical race testimonio

In this article, we trace Bell’s influence in our lives from graduate students to teacher educators and engaged scholars, and note how we have always read Bell alongside and inseparable from Latino/a Studies and Latina/Chicana feminist thought. We highlight the powerful and fruitful tensions of these interconnections in addressing our curricular struggles and innovations, professional identities and scholarly trajectories. We address Bell’s theory of interest convergence to discuss the tensions and possibilities of personal ‘success’ in the academy by interweaving our testimonios with Critical Race and Latino Critical Race (LatCrit) scholarship in Latino/a education. Latina feminist scholars have re-worked the Latin American tradition of testimonio as a way to link individual stories to a collective story of Latina/o racialization in the US, and to epistemological racism in the academy. Our collective story centers the intersections of race with indigeneity, class, citizenship, language, gender and sexuality. We begin from the earliest influence of Bell’s counterstorytelling method for examining Latino/a students’ racializing experiences in higher education and move through other critical race work in Latino education that both directly and indirectly addresses Bell’s scholarship as these intersect with our intellectual journeys. Finally, we offer a story of the complex legacy of Bell’s anti-subordination and social justice scholarship for intellectual alliances, coalition building, and inter-, multi- and trans-disciplinary engaged scholarship.     

Critical Race Theory,policy rhetoric and outcomes: the case of Muslim schools in Britain

The expansion of state-funded Muslim schools in Britain since 1998 has developed against a backdrop of sustained public political rhetoric around the wider position of British Muslims in both political and educational contexts. This article explores the public policy rhetoric around Muslim schools under New Labour and the subsequent Coalition and Conservative governments and compares how these narratives align with outcomes in terms of numbers of, and types of, denominational Muslim faith schools in Britain. The article applies a Critical Race Theory approach based on the construction of counter-narrative through a critical analysis of policy and its outcomes. This analysis is contextualised through exploring the implications of counter-terror strategies such as Prevent for the political and educational equity of British Muslims as stakeholders in the state. Against this context the article explores the extent to which successive policy frameworks and political narratives around faith schooling have played out in terms of denominational state-funded Muslim schools. Whilst gains have been made under New Labour and the successive Coalition and Conservative governments, critical analysis reveals that public policy narratives allow for a misleading account of the extent to which Muslim communities have been enfranchised through state funding for Islamic schools.     

Environmental affects: NASCAR,place and white American cultural citizenship

Attempts to grapple with the complicated tangle of race and memory are more prominent than ever in the public discourse of the United States. In 2006, public intellectual Henry Louis Gates sought to popularize the search for roots and meaning with his project African American Lives, and in 2007 the black and white descendants of the landmark Plessy v. Ferguson case met in New Orleans to discuss the past and present significance of their ancestors’ lives. As the crafting of identities around increasingly fluid notions of ‘race’ proceeds apace, the activities of family historians provide a useful entrée into struggles over race, identity, and collective memory in the United States. The research reported here illustrates how the shared history of the multi-racial descendants of eighteenth and nineteenth century St Domingue/Haiti in Louisiana is encountered in racially distinct ways. Participant observation is used to examine how race is dealt with in the activities of two groups: 1) a mainly European American genealogical society, called the St Domingue Special Interest Group; and 2) the LA Creole cultural and genealogy group, made up primarily of Louisiana creoles of color. Preliminary findings indicate that while the process of engaging in family history research provides an opening for some participants to better understand others across racial and ethnic divides, this kind of cross-racial dialogue was limited by the organization of family history activities into racially distinct social networks. As the popularity of genealogy increases, the findings here point to the need to recognize the public significance of these private histories.     

On the back of blackness: contemporary Canadian blackface and the consumptive production of post-racialist,white Canadian subjects

This article is based on a qualitative research project examining the phenomenon of contemporary Canadian blackface. It addresses the discursive juxtaposition of blackface with the claim to Canadian racial progressiveness that typically attends public debates about blackface. I argue that blackface and the discourses defending it are forms of racial consumption through which ostensibly progressive white subjectivities are secured. I further argue that contemporary Canadian blackface discourse is postracialist in its ability to juxtapose racist expression with claims of racial transcendence, and I identify this postracialism as a long-standing feature of Canadian national narratives that are partially constructed through revisionist understandings of the nation’s relationship to blackness, and against an ostensibly more virile racism in the US. This analysis reminds us of the symbiotic relationship between racial fetishization/fascination as found in contemporary blackface, the foundational white supremacy of the Canadian settler-colonial context, and the always uneven terms upon which blackness is included in Canada. It clarifies what is at stake for Canadians who participate in blackface and in defending it, and helps us to understand the pedagogical import of both blackface and Canadian egalitarianism for perpetuating anti-blackness in Canada.     

Race,ethnicity, young people and offending: the elephant in the room

ABSTRACT

Can we start to say Race again when discussing youth and justice? This demand emerges from the findings of the participatory action research reported in this article. Fifty young people, in custody or in contact with youth offending teams (YOT), discussed the support that would enable them to desist from offending behaviour. Race was a prism through which they saw their experience. Rather than naming racism, family appeared to be a covert, legitimate, way of talking about identity, solidarity and difference. Family ties, overlaid with experiences of race and racism, could be reasons for engaging in behaviour that was seen as criminal. Family, overlaid with ethnicity, could become a source of support to enable young people to cope with the challenges of being involved in and desisting from offending behaviour. At a time where policy and political language has shifted from rac(ism) to a culturalist discourse focused on ethnicity or religion, naming Race and racism remains vital. Only by acknowledging the differentiating power of Racism can the experience of young people in contact with YOT be understood. Only by appreciating the value of shared experience of race (within families and communities) can appropriate pathways towards alternative futures be offered.     

中国现代故事学的滥觞——20世纪二三十年代故事学成就评述

初期的现代故事学在三个方面取得了引人注目的成就:首先,建立了中国民间故事体裁学;其次,初步编制出民间故事分类体系;再次,受进化论影响,运用历史地理学派分析方法,深入讨论了民间故事演进状态。这些成就给后来的研究工作奠定了坚实的理论和实践基础。     

Teaching while Black: racial dynamics,evaluations, and the role of White females in the Canadian academy in carrying the racism torch

For racialized academics, life in the academy can be marred by racial violence that leaves them caught between their commitment to their craft, desire for educational attainment and development, and the mental anguish that can dominate their existence. Drawing from experiences of the author and other Black faculty members in Canadian tertiary academic institutions, I provide a theoretical exposition recognizing the role of narratives as an act of counter-storytelling. I draw upon Black feminist epistemology, critical race theory, and critical theory to examine how the experiences of Black academics remain under-theorized, marginalized, and often erased within ‘strong/angry Black woman/man’ caricatures. I highlight how racial evaluation filters reinforce racism and affects the careers of Black academics. I also discuss the role that White women, who are charged with decision-making power, have come to play in carrying the ‘racism torch’ in the academy while adhering to the tropes of innocence.     

Preserving white comfort and safety: the politics of race erasure in academe

ABSTRACT

In this paper four critical scholars/ activists reflect on the complex institutional and public responses to recent white supremacist events on Canadian campuses and the equity discussions they have affected. Specifically, we interrogate practices, which reify and reinsure positions of dominance and human/social hierarchy in four ways. To begin, (1) we interrogate freedom of speech and freedom of expression positions, as well as the reliance on critique of neoliberalism to supplant analyses of racism and colonial logics, to identify their role in preserving white fragility. Next, (2) we provide a local media analysis of academe’s responses to white supremacy on campus to trace the discursive moves that obscure institutional racism. Following these contextual scaffoldings, (3) we explore the ways equity projects within institutions remain projects protecting and preserving whiteness while exploiting the politics of identity. Finally, (4) we carefully reflect on the various modes of inclusion in the academy, which produce racialized scholars(hip) to be complicit in the reproduction of racial thinking, alongside and occluded by institutional narratives of equity and progress. Critical questions are raised regarding the possibilities, complicities and complexities of achieving equity and transformation in the academy, as well as the role of racialized scholars(hip) in this work.     

Shaking the bad boys: troubling the criminalization of black boys’ childhood play,hegemonic white masculinity and femininity,and the school playground-to-prison pipeline

ABSTRACT

Few studies have sought to understand the childhood play experiences of Black boys in early childhood education (ECE), and a majority of those that investigate them often socially construct Black boys’ play as criminal, dangerous, and monstrous. Considering the dangers of hegemonic masculinity and femininity or the racial and gendered power and privilege White boys and girls bring to societal spaces including playgrounds, little is known about how such power influences the experiences of Black boys who play with them. In this conceptual paper, I draw on critical race theory (CRT) to trouble the criminalization of Black boys’ childhood play and hegemonic White masculinity and femininity, which can prove violent and dehumanizing to Black boys. As such, I suggest that similar to the school-to-prison pipeline (STPP), Black boys may become victims of what I call the school playground-to-prison pipeline (SPTPP) as a consequence of White children’s accusations, fears, misperceptions, and misreadings of Black boys’ play. Recommendations are provided for teacher and ECE to better support Black boys and the cross-cultural play interactions between them and White children.     

《皇清职贡图》的编绘与刊刻

清代乾隆年间开始编绘的巨型画册《皇清职贡图》 ,是中国古代统一多民族国家的缩影 ,也是清帝国展现国运的象征。画卷正本是彩绘本 ,还有写本、刊本。随着“职贡”范围不断扩展 ,《皇清职贡图》多次增补。嘉庆之后 ,由于国势衰败 ,再无增补的可能。《皇清职贡图》既有展现多民族国家巩固与发展进程的巨大意义 ,又有历史民族学研究的宝贵价值 ,是中华民族弥足珍贵的历史文化遗产 ,值得重视。     

铸牢中华民族共同体意识研究概况、热点及趋势——基于CSSCI的知识图谱分析

铸牢中华民族共同体意识是当前学界研究的热点之一。借助CiteSpace对CSSCI收录的416篇相关文献为知识图谱的分析对象,发现,机构间合作深度不够、未形成核心研究者群、已形成核心研究机构群和核心情报源群、研究主要聚焦于“铸牢中华民族共同体意识”“中华民族共同体意识”“中华民族”“中华民族共同体”“共同体意识”“民族团结”“文化认同”“国家认同”等,指出未来应加强机构间交流与合作、构建铸牢中华民族共同体意识研究联盟和构建铸牢中华民族共同体意识学术库等方面的研究实践。     

山区东乡族小学生辍学问题的调查与思考--以东乡族自治县北岭乡为例

本文通过对较典型的东乡族自治县北岭乡小学教育中存在的辍学问题调查分析,认为山区东乡族小学生辍学问题突出的原因除经济因素之外,现行学校教育制度与当地民族传统文化教育相互调适不够、学校教育制度在当地的不完善也是不容忽视的重要因素.增强对学校教育与当地民族传统文化教育相互的调适,对解决相关现实问题有所裨益.     

神明崇拜与传统社区意识--对闽西武北客家社区的田野调查研究

神明崇拜与社区意识具有互为因果、互为表里的关系 ,是客家社会研究中的一个重要问题 ,但相关的研究迄今尚不多见。作者在长期田野调查的基础上 ,结合历史文献 ,试图对闽西武北传统客家社区的神明崇拜做一较为全面的考察。文章分析了武北社区神明崇拜的寺庙层次、组织结构、祭祀活动与仪式 ,以及与此相关的社区意义 ,特别是神明崇拜与宗族、村落、乡镇等多方面的关系。