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This paper examines discourses that place refugee students in an inequitable position in school. Focussing on decontextualisation – a depoliticising way of seeing education that overlooks contexts – the paper is based on semi-structured interviews with teachers (n = 15) and open questions of a survey data (n = 267) collected from teachers, principals and teacher assistants at the end of 2022 in Finland. After analysing discourses, we found that educators both resisted and maintained the discourse of valuing skills in terms of the starting points/readiness of refugee students and in language hierarchies; the discourse of normality in inclusivity and in behaviour; the discourse of silence in antiracism education for teachers and in addressing racism in students’ peer relations. The paper concludes that decontextualisation is grounded in everyday schooling and fails to recognise the differing intersecting positions and contexts that create inequitable possibilities for different people in society. This paper calls for a continuous systematic effort of antiracism education at all levels, as well as curricular structures that support schools in understanding contexts. [ABSTRACT FROM AUTHOR]

The Mark and Gail Appel Program in Holocaust and Antiracism Education: "Learning from the Past, Teaching for the Future" (TFTF) is a tri-national program that brings students from Canada, Germany, and Poland to sites of Holocaust memory to focus on the history, experience, representation, and memorialization of the Holocaust and its implications for other instances of atrocity, racism, and genocide. This forum gathers five voices from the 2013-2014 cohort of TFTF in order to reflect, a decade after the program, on the program's challenges, opportunities, and lasting impacts. The forum documents the various ways TFTF has influenced the lives and career trajectories of each of the forum participants. The forum is bookended by reflections from its editors--a program organizer and a program participant--on the potentials of experiential learning, the promise of an international network of educators, and the processing that a program like TFTF continues to demand. [ABSTRACT FROM AUTHOR]

As sociologists of education, we're deeply concerned about the growing censorship in our schools and the attack on teaching the truth about our history and present-day inequality. We also recognize how an educational past mired in antiblack practices and policies remains with us today and thus why teachers are still faced with navigating censorship and constraints on what they know are critical and proven pedagogies. This article explores the continued need for "fugitive" practices to employ educational models that de-center Eurocentric narratives and center Black or other marginalized cultures and ways of knowing. We argue that educators committed to antiracist teaching can learn from the legacy of the art of Black teaching and how it was subversively taken up and put into practice by Black teachers over time (Gay, 2002; Givens, 2021; Walker, 2018). [ABSTRACT FROM AUTHOR]

Anti-racism is an imperative for those committed to a world and planet free of the manifestations of racial oppression. This correspondence between two critical women teacher educators illustrates ideologically aligned 'work friends' theorising anti-racist pedagogy in the context of heightened sociopolitical uncertainty. We explore creative possibilities for uncertainty-oriented anti-racist pedagogy vis-à-vis the aims of inquiry-based, social justice teacher preparation. We co-develop pedagogical insights using an anti-racist intersectional frame as an analytical lens for re-viewing teaching artefacts, reflecting on lived experiences, and posing probing questions. Eschewing feigning pedagogical mastery, we employ the epistolary form to reflexively interrogate the nexus of anti-racism, pedagogy, uncertainty, and teacher education. This exchange contributes (a) an intersectional framework for the practice of antiracist pedagogy, and (b) a model for the emergent, dialogic process of letter writing as a tool for critical collaborative teacher inquiry. [ABSTRACT FROM AUTHOR]

This article examines the celebration of Karneval in Germany's Rhineland region, with a focus on Cologne. It delves into the ongoing discussions surrounding racism, cultural appropriation, and appropriate costumes during Karneval. The author emphasizes the importance of educators addressing these issues in the classroom and offers suggestions for teaching Karneval in a culturally sensitive and inclusive manner. The article underscores the significance of creating safe spaces, using updated terminology, and incorporating diverse perspectives. It also encourages self-reflection and continuous growth in practicing anti-racist pedagogy. The author expresses gratitude for the valuable feedback and suggestions they have received, as well as the opportunities they have had to learn about antiracist pedagogy and diversity, equity, and inclusion through workshops and seminars organized by the AATG, DAAD, and Goethe Institute and facilitated by Josephine Apraku, Natasha A. Kelly, and Priscilla Layne. [Extracted from the article]

This narrative documents the early stages of a collective called #SWEDUACTS. We are four White, female social work educators who have led the planning of a teach-in event held in October of 2020 and subsequent monthly drop-in, peer-led Professional Learning Community meetings drawing dozens of participants over nine months. We reflect here on how engaging in the planning and delivery of the drop-in sessions helps ground our commitment to anti-racist pedagogy as well as facilitates the capacity of other social work instructors to build their own capabilities as anti-racist social work pedagogues. [ABSTRACT FROM AUTHOR]

Copyright of Polis (07176554) is the property of Polis - Revista Academica Universidad Bolivariana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this manuscript, we revisit data from a 9-month ethnographic study that examined whiteness in early childhood. Specifically, the study explored the epistemological and ontological reality of three young white children and how they learned to conflate ethnocentric love with whitewashed justice through the lens of their religious upbringing. We theorize how such epistemological and ontological realities of religious ideologies potentially shape the pedagogies of educators who identify themselves as white Evangelical Christians (a demographic that represents over one-third of the total teaching force in the United States). Finally, we suggest how learning from black theologies could offer a way to expand notions of biblical love and justice to encompass those that are rooted in agency, social justice, and explicit attention to systematic oppression. [ABSTRACT FROM AUTHOR]

COVID-19 has increased the emphasis on social emotional learning (SEL) in our schools. Unfortunately, the current approaches to SEL can often perpetuate racial hierarchies, apply a deficit lens toward students, and emphasize the need for student-level change while ignoring the historical, social, and cultural influences that created and actively maintain oppressive environments through which students are required to navigate. Therefore, the authors offer an Antiracist Social Emotional Justice Learning (ASEJL) approach for educators to apply to promote freedom and justice for students through empowerment, hope, and joy. The AEJL approach emphasizes applying Critical Theoretical Frameworks, Anti-Bias Building Blocks, Student and Family Voice, Strengths Based Empowerment, and Homeplace to combat the current colorblind approach to SEL while cultivating the interests and talents of students and families from diverse backgrounds. [ABSTRACT FROM AUTHOR]

Evidence suggests teachers, intentionally and unintentionally, perpetuate racist practices in the classroom affecting students' grades, engagement, opportunities, and mental health. Over time these collective experiences result in generational academic trauma. Within educational settings, school counselors (SCs) work in a myriad of ways to dismantle racist practices. One of the primary tasks of SCs is to promote whole-student wellness by providing equitable opportunities for all students to develop academically, socially, emotionally, and in postsecondary planning. However, it is unreasonable to expect students to flourish in these areas if educational staff, specifically teachers, do not embody, model, and promote culturally affirming social and emotional wellness. Centered in educator SEL, authors propose an integrated and culturally-affirming teacher/school counselor consultation model in which SCs work collaboratively with teachers to champion equity and student success. [ABSTRACT FROM AUTHOR]

Copyright of Olhar de Professor is the property of Olhar de Professor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents the views of the author on antiracist pedagogies ad self excavation from issues of race, class, religion, and sexual orientation that live within. It further states that it will be difficult for teachers to engage students around these issues when they have not engaged with themselves. Through Archaeology of Self the teachers and teacher educators surface deep-seated beliefs and racial trauma, biases and stereotypical notions.

The article presents the opinion of the various authors on freedom dreaming about joy, healing, and justice for people of color and where educators visions brilliance and center healing, healthy relationships, and stories that exhume and affirm joy for people of color.

In this article, we focus on how anti-Black logics operate within various domains of power in ways that deny Black children, including our own, their right to a just and antiracist education. We begin by describing how socialization contributes to the development and deployment of anti-Black logics by teachers and school leaders. We then discuss how antiblackness has manifested in K–12 schools and share examples of our own children's pandemic virtual learning experiences, highlighting how such logics are at play. We conclude with ways that educators can become aware of anti-Black logics and work to eradicate them by considering antiracist education for all Black children and transgressive education as socially just. [ABSTRACT FROM AUTHOR]

Responding to rising social tensions and ongoing theoretical and political changes in the study of geography, we advocate for greater operationalizing of anti-racism pedagogies within the field. Such pedagogies undermine long-standing geographic knowledge systems that marginalize and misrepresent people of color while also distorting and misinforming the worldviews of a White society. Drawing from classroom successes and uncertainties, five educators explore the anti-racist possibilities of geography education as a form of "regional storytelling." Regions, one of geography's formative constructs, play a central role within popular and academic understandings of racial differences and identities. Making exclusionary moral judgements about regions and associated populations has long been at the core of the colonization and racialization process. Contributors use reflexive storytelling – understood here as both a classroom instructional method and a way to create supportive spaces for educators to reflect on their praxis – to identify and discuss strategies for carrying out anti-racist, regionally-based teaching, the instructional decisions and challenges faced in the classroom, and perceptions of student response and anxieties. We also reflect on how the wider regional and racial positionalities of teachers and students shape the way an anti-racist pedagogy is enacted, interpreted, and realized within the higher education classroom. [ABSTRACT FROM AUTHOR]

The article outlines the steps to becoming an antiracist educator in the U.S. Topics include the prevalence of racism and discrimination experienced by African American students at public and private schools in the U.S., the impact of this racial trauma on the students and the importance for teachers to be aware of, critique and examine their beliefs and assumptions about Black students. Also mentioned is the need for educators to understand how schools oppress and marginalize these students.

Asao Inoue's metaphor "cooking in someone else's kitchen" provides a conceptual framework describing how white educators may navigate teaching topics outside of the subject positions they occupy. I apply an intentionally literal interpretation of Inoue's metaphor, to position food culture as an important component of social justice pedagogy. As post-secondary institutions prioritize diversity, equity, and inclusion initiatives, antiracist pedagogies have become a source of uneasiness for many white educators. Often, these educators may give excuses stemming from embodied positionality and fear of saying something wrong, which may become reasons to avoid difficult classroom conversations. As a result, universities lose opportunities to educate students about race-related issues, along with the potential for increased civic engagement. This paper addresses white teachers' apprehension surrounding antiracist pedagogy and presents a food-themed writing course focused on how food has been weaponized historically, contributing to racial, class, and gender injustice—and how similar systems of oppression are still in effect currently. The course centers food as a commonplace to explore race, racism, and cultural difference—while helping teachers gain confidence in joining antiracist efforts. [ABSTRACT FROM AUTHOR]

In I The New College Classroom i , Davidson and Katopodis invite us to change ourselves, our classrooms, and our society by providing a step-by-step guide to making this transformation. Whether you are looking to design a new course entirely, revamp an existing course, or just make a few changes to your pedagogy, I The New College Classroom i , has useful non-labor intensive strategies to elevate your teaching and engage students in more effective ways. Higher education is undoubtedly in a state of flux with many educators searching for ways to innovate their classrooms in a reality where the demands on students' time and attention necessitate that we change our approach to delivering content. [Extracted from the article]

As of March 2017, 30,490 North Korean refugees resided in South Korea, with numbers growing each year. There is growing concern that feelings of alienation and isolation seem to be key features of their lives. Using an occupational perspective, this study aimed to explore how they participate in South Korean society. Grounded theory methodology guided data-gathering, through 10 semi-structured interviews conducted in South Korea, and data analysis. Findings were that despite ethnic homogeneity, participants experienced challenges associated with their North Korean identity, which affect their educational experiences and social mobility. To avoid stigma, participants learn to behave like South Koreans, which provides a pathway to social integration and access to proving their usefulness for the reunification of North and South Korea. This study provides an evidence of the deep impact of societal factors on their resettlement, and suggests a possible role of South Korean educators in promoting multicultural education. [ABSTRACT FROM AUTHOR]

The author reflects on the lessons about love learned from writer Bell Hooks that he has applied to his life as an antiracist art educator. Topics discussed include the impact of Hooks' works on various academic fields, the antiracist ideology represented in Hooks' works, his views on the concept of love, and the significant role of love in historical and contemporary justice movements.

The article focuses on several tools and steps taken by teachers for addressing race and racism in the classroom. Topics discussed include importance of the racial understanding in the classroom, role of the U.S. National Museum of African American History and Culture (NMAAHC) and reducing racial prejudice.

The article discusses the experiences of professionals in the field of social justice in the U.S. Topics discussed include an overview of the professional journeys of counselors and educators, the transformative leadership and social justice advocacy, and some personal experiences of these professionals in their career.

The city of Toronto is one of most racially diverse places in the world, with almost half of its population identifying as being a "visible minority" (Statistics Canada 2010). As a result, educational institutions face the question of how to meet the needs of their transforming student demographics. Numerous researchers and organizational policies have responded to these changes by endorsing the hiring of a teaching staff that is reflective of the racially diversifying student population (Ontario Ministry of Education 2009; Ryan et al. 2009, 592). The Role-Model Hypothesis refers to the dominant belief that there should be a push to hire more racialized teachers because they will be role-models for racialized students. What is urgently lacking from these dominant discourses are the voices of racialized individuals, whose inside perspectives and lived experiences provide valuable insights about the shortcomings of the Role-Model Hypothesis. Using an anti-racist theoretical framework, individual semi-structured interviews with 21 racialized teachers from the Greater Toronto Area reveal the complexity of racial matching between educators and students. The findings contribute to a differentiation between being a role-model and the act of role-modeling as a way of challenging the reductionist and homogenizing attitudes embedded in dominant discourses about the diversification of the teaching force. [ABSTRACT FROM AUTHOR]