Beyond Multiculturalism: towards the enactment of anti‐racist education in policy, provision and pedagogy[1]

Racist incidents in schools: a framework for analysis

“…The rationalist imperatives of multicultural education fail to do this. They are predicated on a range of dubious theoretical and empirical propositions (Hatcher 1987;Troyna 1987;Troyna and Carrington 1990) and offer little hope of obviating the outbreak of racist incidents. Reflecting on the murder of Ahmed Iqbal Ullah, Gus John articulates clearly not only the shortcomings of the multicultural approach but also stresses its potential for heightening racist tension.…”

Antiracist Education in Theory and Practice: A Critical Assessment

“…They propose, and have implemented, curricular changes, continuing education, and racial awareness training (Batur-VanderLippe 1999; Cooney and Akintunde 1999;Jakubowski 2001;Lawrence 2005;Thompson 1997;Troyna 1987). For example, antiracist educators encourage classroom and workshop participants to discuss racist incidents that they witness, experience, or commit.…”

“…Here the state plays an important role in forming, establishing, structuring, mediating, and reproducing racial relationships in specific historical contexts. It sets parameters on the political capabilities of antiracist education to effect organizational and curricular changes (as a case in point, see Bonnett 1996;Bonnett and Carrington 1996;Troyna 1987).…”

Library trends: Toward information literacy — Innovative perspectives for the 1990s

“…Although the latter is very conspicuous in the literature (Cervantes, 1984;Troyna, 1987;Bhola, 1988;Gill, 1988), coherent definitions of multicultural education are extremely tentative and, from an applicational standpoint, cumbersome to implement on the program level (Gibson, 1990). A multiple hurdle exists in the use of multicultural curriculum methods, one which points to an epistemological paradox.…”