Research newsnotes

The authors describe the curricular changes made as part of a 20-year commitment by Smith College School for Social Work (SCSSW), a graduate school with a clinical social work specialization, to become an antiracism institution. Unaware of precedents, faculty, administration, and students needed to develop structures and processes to confront inherent institutional racism at the SCSSW. In addition to multiple administrative actions, every aspect of the curriculum was reevaluated, leading to changes in courses offered and everything about them, from syllabi to pedagogy, as well as how faculty are trained and supported. The authors found that explicit and implicit curriculum must work together in intentional and synchronous ways. Critical intention across design, implementation, evaluation, accountability, and openness to process is emphasized here. They conclude that an antiracism commitment requires continuous engagement, connection, challenge, learning, and teaching and a curriculum that is fluid, flexible, proactive, and responsive.     

艾丽斯·沃克与妇女主义

艾丽斯·沃克在其小说和文学评论中提出的"妇女主义"概念受到了美国黑人权力运动和妇女运动的深刻影响,同时又是对这两大运动思想体系的一种反叛.妇女主义以其反性别主义、反种族主义、非洲中心主义和人道主义等特点成为20世纪80年代以来美国黑人妇女运动的重要组成部分.     

‘CRASH’ – TOWARDS A CRITICAL PEDAGOGY OF WHITENESS?

Critical whiteness studies has produced significant analysis of the terrors of white supremacist power. However, in relation to cultural-media studies pedagogy, impassioned calls for the denouncement of whiteness raise troublesome concerns and limits for productively addressing students' racialized identities. I maintain that renouncing whiteness in anti-racist teaching does not adequately connect with commonsense and affective experiences of ‘race’ in everyday life for many students. Through a ‘materialist’ analysis of the film Crash (2005), this article opens up the question of the im/possibility of engaging whiteness from an anti-racist stance that neither condemns nor buttresses white identity. Crash, considered from a reading practice that does not simply dwell on textual meaning and interpretation, offers an opportunity to pedagogically engage with the ambivalent representations of ‘race’ which pervade contemporary culture.     

Challenging racism through schools: teacher attitudes to cultural diversity and multicultural education in Sydney,Australia

How school teachers act to challenge racism in schools is a vital concern in an immigrant society like Australia. A 10% response from a self-administered online survey of government (public) primary and secondary school teachers across Sydney, Australia’s largest EthniCity, examines attitudes of classroom teachers towards cultural diversity, goals of multicultural education, and strategies to implement anti-racist strategies. Principal components analysis (PCA) of attitudes tease out the varied influence of opinion on multicultural education, diversity, and anti-racism. Classroom teachers are overwhelmingly supportive of cultural diversity, multicultural education and strategies to combat racism and discrimination, and these views hardly vary across the different geographic zones of the city, unlike attitudes within the general community. However, teacher knowledge about the implementation of multicultural policy does vary, and is positively associated with the extent of population diversity and socio-economic status (SES) of the communities surrounding the schools.     

Post-racial pedagogy – challenges and possibilities

Against the backdrop of ongoing discussions about how best to conceptualise, confront and ultimately eradicate racism, this paper seeks to critically examine the relevance of ‘post-racial’ thinking, both in a general sense, but also in relation to education. The argument is framed around a concern that multi-cultural, and to a lesser extent, anti-racist approaches have become hostage to the very same essentialising practices around ‘race’ thinking that they seek to challenge. This is best illustrated in the plethora of racial, ethnic, geographic, national and religious categories that are currently deployed my many educational institutions in the furtherance of ‘equality and diversity’ policy objectives. In setting out some of the underpinning ideas and controversies linked with the idea of ‘post-racial’, the paper offers some tentative suggestions as to how a ‘post-racial pedagogy’ could be manifested in pedagogical practices.     

Including Indigenous Knowledge in Web-Based Learning

SUMMARY

This paper explores differences between Indigenous knowledge and Western/European ways of knowing, and considers the pedagogical implications for Web-based learning. Moving beyond a simple examination of the nature of Indigenous knowledge, this paper explores ways that “education” has been used by colonizers to subjugate Aboriginal peoples. Outlining ways to avoid colonization, this paper contends that rather than simply being sensitive to the nature of Indigenous knowledge when designing Web-based education, instructors need to be sensitive to ways Western/European knowledge subjugates other forms of knowledge by situating itself as “the” way of knowing rather than “a” way of knowing.     

伟大的妇女主义战士——《梅丽迪恩》的文本细读

黑人女作家艾丽斯.沃克在小说《梅丽迪恩》中再现了美国20世纪60年代黑人民权运动的原貌,在反映社会变革的同时记述了主人公梅丽迪恩的成长经历。从一个普通的黑人女孩到勇敢的妇女主义战士的成长过程中,小说不断体现着作者后期所提出的妇女主义主张:反种族主义、反性别主义、非洲中心主义和人道主义。毫无疑问,《梅丽迪恩》是一部不折不扣的妇女主义小说。     

Recycling the idea of race: socio-political agenda,transnational business culture,and diversity management in Brazil

ABSTRACT

This article intends to contribute to the line of studies that critically addresses diversity management, bringing the Brazilian experience into the discussion. It aims to demonstrate how large Brazilian companies and transnational corporations operating in the country have been recycling the idea of race in order to cope with the greatest politicisation of debates on the racial issue within the Brazilian public sphere since the late twentieth century. This phenomenon is related to changes in the political actions of the black movement in Brazil, which since the same period has been absorbing the new socio-political agenda existing within the global network of anti-racism advocacy. This is an agenda in which two purposes have a central importance: the battle against racial inequality and the demand for affirmative action policies. The data presented in this paper are part of broader research in which, by means of the biographical method and the ethnographic fieldwork, the social trajectories and career paths of two generations of Brazilian black executives were analysed.     

Team-Teaching Anti-Oppression with Diverse Faculty: Challenges and Opportunities

Team-teaching, especially with colleagues who are diverse along a number of domains of social identity (e.g., social class, gender, race, tenure rank, academic status, age), represents a rich opportunity to model a social justice, anti-oppressive approach to teaching and learning. In this article, we present pedagogical strategies to consider when team-teaching foundation social work courses with a social justice focus. Constructs related to power dynamics, privilege, social class, microaggressions and social identity are explored. Development of teaching plans, managing challenging team dynamics, and teaching methods are examined. Implications of team-teaching anti-oppression content for social work education are discussed.     

‘Civilising’ the Roma? The depoliticisation of (anti-)racism within the politics of integration

This essay questions the enduring difficulties of addressing racism within the current politics of integration in Europe, with a specific focus on the Portuguese context. The analysis centres on integration initiatives to promote employability among the Portuguese Roma and the ways in which they are rationalised by employment gatekeepers and decision-makers. This rationalisation depoliticises racism by constantly shifting the focus to the presumed characteristics of the ‘other’, re-enacting white-privileged notions of nationhood, Portugueseness and Europeanness. Accordingly, projects based on ‘activation of social competences’, ‘empowerment’ and ‘interculturality’ are implemented as a civilising and disciplinary programme aimed at correcting the presumed deficiencies in ethnically marked populations. The analysis aims to contribute towards a much needed debate on the notion of integration and the re-articulation of the historical legacies of racism in contemporary European democracies.