Rocking the racism boat: school‐based activists speak out on denial and avoidance

Lund, Darren E.

doi:10.1080/13613320600696813

Cited by 27 publications

(18 citation statements)

References 7 publications

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“…Also, Solomon and Levine-Rasky (cited in Lund, 2006) have found that Canadian educators intentionally seek to avoid contentious issues, which may be witnessed by the unwillingness of many to give space to topics that are complex and multi-layered. Furthermore, issues surrounding race, class, and gender become readily labeled as controversial in the institution of schooling, thus preventing students from discussing issues that affect their lives.…”

Section: The Limits Of the Additive Approach To Including Cultural Otmentioning

confidence: 99%

Moving Beyond “Dance, Dress, and Dining” in Multicultural Canada

Sensoy

Sanghera

Parmar³

et al. 2010

IJME

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The mainstream curriculum is extremely efficient in furthering a neoliberal multicultural discourse, what is described as the dance, dress, and dining, or heroes and holidays, or Taco Tuesday approaches to diversity. Given this, doing anything else is an ongoing challenge. This paper shares details of a government-university-school collaboration in which the authors were participants in a national project to digitize ethnic group archives and create lesson plans based from those archives. The authors share insights and challenges about what worked for resisting the "zoo" approach.

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Section: The Limits Of the Additive Approach To Including Cultural Otmentioning

confidence: 99%

Moving Beyond “Dance, Dress, and Dining” in Multicultural Canada

Sensoy

Sanghera

Parmar³

et al. 2010

IJME

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“…Many other discussions ensued where participants discussed the overt and covert experiences of exclusion that may or may not have been because of race but that it was easier to consider that it was for reasons other than race. We recognized that some of the comments correspond with research by Lund (2006), which has highlighted the ‘tendency of educators and others to engage in denial and avoidance when discussing issues surrounding racism, and how that affects the daily work on social justice projects in schools’ (p. 203). As one of the participants in Lund’s study states, ‘developing a critical sensibility among young people is a vital first step … toward eliminating racism in Canada’ (Lund, 2006: 215).…”

Section: Critical Issues At Meetings With Ragsmentioning

confidence: 71%

Doing participatory qualitative research: development of a shared critical consciousness with racial minority research advisory group members

Maiter

Joseph

Shan

et al. 2012

Qualitative Research

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Partnership and principles of self-determination, equity, and social justice are keys to community-based participatory research that aims to break down barriers between the researchers and researched. Because community partners are valued as equal contributors to the research project, research advisory groups consisted of members of the community researched are essential to this approach. We discuss the challenges that arose in our first meeting with research advisory group members, where discussions of experiences of racism, in sharing the topic of the research, were initiated with youth from a diverse racialized community. We discuss the ‘development of a shared critical consciousness’, one that incorporated both the researcher’s reaction and the research advisory group members’ development (from initial resistance to critical consciousness). This approach respects the richness of the growth process during research, values the contributions of the researchers and the researched, and via the dialogical process captures contribution in a way that does not finalize or determine people.

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“…The Council has taken action on helping students attain greater access to healthy foods, acquiring space for student self-expression, expanding access to technology, and increasing the quality of the school curriculum (Mirra et al, 2016). Lund (2006) has actively engaged youth in movements to increase social justice in their Canadian schools and communities. Ginwright and Cammarota (2007) have used community-based organizations in Oakland, California, to engage African American and Latina/o youth in civic action and “critical praxis” to reduce problems in their urban communities such as crime.…”

Section: Transformative Citizenship Educationmentioning

confidence: 99%

Failed Citizenship and Transformative Civic Education

Banks

2017

Educational Researcher

177

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Global migration, the quest by diverse groups for equality, and the rise of populist nationalism have complicated the development of citizenship and citizenship education in nations around the world. Many racial, ethnic, cultural, linguistic, and religious groups are denied structural inclusion into their nation-state. Consequently, they do not fully internalize the values and symbols of the nation-state, develop a strong identity with it, or acquire political efficacy. They focus primarily on particularistic group needs and goals rather than the overarching goals of the nation-state. I conceptualize this process as failed citizenship and present a typology that details failed, recognized, participatory, and transformative citizenship. I describe the role of the schools in reducing failed citizenship and helping marginalized groups become efficacious and participatory citizens in multicultural nation-states.

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Rocking the racism boat: school‐based activists speak out on denial and avoidance

Cited by 27 publications

References 7 publications

Moving Beyond “Dance, Dress, and Dining” in Multicultural Canada

Moving Beyond “Dance, Dress, and Dining” in Multicultural Canada

Doing participatory qualitative research: development of a shared critical consciousness with racial minority research advisory group members

Failed Citizenship and Transformative Civic Education

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