Racism, Education and the State: The Racialisation of Educational Policy

Troyna, Barry; Williams, Jenny

doi:10.1177/030981688602900113

Cited by 22 publications

(23 citation statements)

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“…Dans le premier cas (Troyna et Williams, 1986), on lui a notamment reproché de favoriser un maintien défensif et débilitant de l'identité personnelle fondée sur la « race », une polarisation des élèves en fonction de frontières raciales, ainsi que l'exacerbation d'une conscience de couleur dans la société. Par ailleurs, par son insistance sur une critique négative et par son essentialisme (Gilroy, 1992;Rattansi, 1992), l'approche antiraciste se serait montrée incapable d'articuler les principes et valeurs des démocraties libérales avec leur déconstruction, et ne serait donc pas en mesure de susciter un engagement actif des enseignants et des élèves, qu'elle conduirait plutôt au découragement et au cynisme.…”

Section: Les Principales Critiques Et Résistancesunclassified

La « valeur ajoutée » de l’éducation antiraciste : conceptualisation et mise en oeuvre au Québec et en Ontario

Potvin

Carr

2008

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RésuméCet article s’interroge sur l’importance d’une prise en compte des éléments d’une approche antiraciste et antidiscriminatoire dans l’éducation interculturelle et l’éducation à la citoyenneté en milieu scolaire. En se penchant sur les spécificités et les liens de l’approche antiraciste avec l’éducation inter- ou multiculturelle et l’édu cation à la citoyenneté, l’article présente d’abord sa «valeur ajoutée», les critiques qui lui sont adressées et sa présence comparée dans les milieux scolaires québécois et ontarien. Pour le Québec, il dresse un bref portrait des politiques et pratiques des niveaux primaire et secondaire, à partir des résultats d’une étude menée par Potvin, McAndrew et Kanouté (2006) sur l’éducation antiraciste en milieu scolaire francophone à Montréal. En Ontario, l’analyse est plus générale et jette un regard sur le rapport de la Commission royale sur l’éducation (1995) et sur la seule politique d’éducation antiraciste (ministère de l’Éducation de l’Ontario, 1993), qui a vu le jour sous un gouvernement néo-démocrate. En conclusion, quelques éléments de prospective souli gnent la nécessité d’introduire les éléments d’une perspective antiraciste au sein de l’éducation à la citoyenneté.

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Section: Les Principales Critiques Et Résistancesunclassified

La « valeur ajoutée » de l’éducation antiraciste : conceptualisation et mise en oeuvre au Québec et en Ontario

Potvin

Carr

2008

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“…Critical perspectives on multicultural education view the field's historically liberal focus "on promoting tolerance through a 'conversion of individuals'" (Troyna & Williams, 1986, as cited in Duesterberg, 1999 as narrowminded. In singling out Whites as "flawed protagonists in their racial relations with minorities," this focus makes educational equity out to be a matter of human relations only and not of any larger historical or structural consequence (McCarthy, 1993, as cited in Duesterberg, 1999.…”

Section: The Force Of Cultural Mismatch In Multicultural Teacher Educmentioning

confidence: 99%

Manufacturing Dissent: The New Economy of Power Relations in Multicultural Teacher Education

Bruna

2007

IJME

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This article challenges conventional understandings of White preservice teacher resistance by contextualizing it within the historically situated pedagogical relations of the multicultural teacher education classroom. It describes the power effects of a cultural mismatch-driven, "critical" reflection approach to the preparation of the White preservice teacher and offers as an alternative a practice of Loving Subversion. In this approach, critical reflection is used not to reinscribe White racist identity but to develop a purposeful sense of White antiracism. A practice of Loving Subversion is necessary, it is argued, if we are to build genuine capacity among White preservice teachers for effective work with culturally and linguistically diverse students.

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“…(OC&W, 1981, p. 6) Alongside the intercultural education oriented to all pupils, education in the pupil's own language and culture was continued in the 1980s with an increasingly clear connection, however, with integration: ethnic minority children were expected to develop a positive self-concept through the attention to their own language and culture, with a view to improving their educational opportunities in Dutch society (cf. Troyna & Williams, 1986).…”

Section: Sociocultural Dimensionmentioning

confidence: 99%

Educational policies on migrants and minorities in the Netherlands: success or failure?

Rijkschroeff

Dam

Duyvendak

et al. 2005

Journal of Education Policy

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In common with other European countries, the Dutch government has pursued an active educational policy on migrants and minorities focusing on integration. This article presents the results of a study into the objectives and results of this policy between 1970 and 2002. Were the desired objectives achieved or were the outcomes of the educational policy the opposite of what was intended? To what extent did the integration policy in the Netherlands get a chance to take effect or was it abandoned before it had the opportunity to succeed? Firstly, the different assumptions and focal points of the Dutch educational policy regarding migrants and minorities in the past 30 years are discussed. Secondly, the educational position of the various ethnic groups is analysed. To conclude, we give an answer to the question regarding the extent to which the objectives of the educational policy on migrants and minorities were achieved and then go on to discuss the extent to which the integration policy of the central government in the field of education can be evaluated as successful.

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Racism, Education and the State: The Racialisation of Educational Policy

Cited by 22 publications

References 0 publications

La « valeur ajoutée » de l’éducation antiraciste : conceptualisation et mise en oeuvre au Québec et en Ontario

La « valeur ajoutée » de l’éducation antiraciste : conceptualisation et mise en oeuvre au Québec et en Ontario

Manufacturing Dissent: The New Economy of Power Relations in Multicultural Teacher Education

Educational policies on migrants and minorities in the Netherlands: success or failure?

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