Understanding Student Anti-racism Activism to Foster Social Justice in Schools

Lund, Darren E.; Nabavi, Maryam

doi:10.18251/ijme.v10i1.22

Cited by 8 publications

(7 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition to the literature on anti-school culture, there is also other relevant research in the area of Holocaust education and anti-racist pedagogies (see for example, Short 2000; Lund and Nabavi 2008;Johnsson and Weber 2011). Oser, Riegel, and Tanner (2006) claim that pedagogical interventions employed to reduce recruitment into right-wing extremist groups have little success, especially if they focus only on changing ideologies and values.…”

Section: Research On Anti-school Culture and Teaching Anti-racismmentioning

confidence: 99%

The hateful other: neo-Nazis in school and teachers’ strategies for handling racism

Mattsson

Johansson

2020

British Journal of Sociology of Education

View full text Add to dashboard Cite

Research has shown that a young person's situation at school, and pupils' relationships with their teachers, have a clear impact on the processes which lead to young people being radicalized. The present study is a retrospective study based on interviews with former neo-Nazis and their teachers at the time when they became involved in neo-Nazi organizations or milieus in Sweden. In order to better understand the logics of pedagogy and what their teachers' decisions to intervene and to confront their extremist beliefs and lifestyles led to, we focus on a particular case study. The results show that teachers' attempts to isolate these students, and thereby contain the "problem", failed. Confrontations and strategies designed to discipline the students instead led to resistance and stigmatization. Reflecting upon this situation today, both students and teachers agree that these confrontational strategies fueled the radicalization process.

show abstract

Section: Research On Anti-school Culture and Teaching Anti-racismmentioning

confidence: 99%

The hateful other: neo-Nazis in school and teachers’ strategies for handling racism

Mattsson

Johansson

2020

British Journal of Sociology of Education

View full text Add to dashboard Cite

show abstract

“…Collaborative autoethnography is still a research method based on self-inquiry, but one that is collaborative in that authors reflect scholastically while learning from each other (Chang et al, 2013). It is important to note that some scholars have referred to this method by different terms: duo-autoethnography (Lund & Nabavi, 2008) and community autoethnography (Toyosaki, Pensoneau-Conway, Wendt & Leathers, 2009); but the differences in these labels are a matter of nuance and non-substantive. In essence, the approach refers to a procedure for self-inquiry that includes more than one researcher.…”

Section: Methodsmentioning

confidence: 99%

Adapting the Social Work Curriculum for Relevance in a South African University: A Collaborative Autoethnography of Social Work Academics During the KZN Floods

Motloung,

Mzinyane

2023

SWORK

View full text Add to dashboard Cite

This article adopts collaborative autoethnography in order to critically reflect on the experiences of social work academics who integrated disaster-specific approaches to the social work curriculum of two undergraduate courses in a South African university. This curriculum adaptation was in response to the KwaZulu-Natal floods of 2022. The integration of topics such as green social work and disaster-specific trauma responses at an undergraduate level of social work is advocated. These collaborative autoethnographic accounts contribute important lessons for social work education, practice and research in the era of natural disasters exacerbated by climate change. Keywords: Climate change, collaborative autoethnography, disasters, green social work, KZN flood, social work curriculum

show abstract

“…Student leadership is important for antiracist activism in education (Lund & Nabavi, 2008). It is critical for a student or group of students to be working to lead change on inequitable policies and practices if activism is to make a difference in a school.…”

Section: A Theoretical Framework For Exploring Antiracism Activism In...mentioning

confidence: 99%

Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

2022

View full text Add to dashboard Cite

Although antiracism activism has contributed to substantive progress under certain circumstances and in certain contexts, little research attempts to theorize how antiracism activism is manifest across contexts. In this article, we explore individual and collective antiracist actions within and outside schools. We introduce a theoretical framework that identifies four domains of activism—policy, community, leadership, and teaching and learning—in which activists operate to make a positive difference in promoting racial equity and antiracism in education. The framework offers a systemic way of thinking about antiracist activism in education and the importance of recognizing that several aspects of antiracist activism usually conceived as distinct are interrelated within and across domains. Indeed, antiracist education activism must be understood holistically and systemically if we seek to dismantle the racism that is woven into every piece of the education system.

show abstract

Understanding Student Anti-racism Activism to Foster Social Justice in Schools

Cited by 8 publications

References 17 publications

The hateful other: neo-Nazis in school and teachers’ strategies for handling racism

The hateful other: neo-Nazis in school and teachers’ strategies for handling racism

Adapting the Social Work Curriculum for Relevance in a South African University: A Collaborative Autoethnography of Social Work Academics During the KZN Floods

Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

Contact Info

Product

Resources

About