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乔安娜·伯顿是福克纳的长篇杰作<八月之光>中一位主要人物.她把自己的一生都用来帮助、提升黑人,最后却被拒绝提升的"黑鬼"情人--小说主人公乔*克里斯玛斯杀害.解读乔安娜的种族观念有助于读者深刻理解文本主题,认识种族主义的强势与罪恶,对唤起包括美国白人在内的全社会的觉醒,改善黑人的生存状态,提高黑人的社会地位,消除种族主义并最终达到种族平等都有着不可估量的作用. 相似文献
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This paper examines social coordination by the Brazilian Black Movement in the area of Brazilian education. It explains how these developments relate to the construction of race-based public education policies in the country. Focus goes to the process of creation and implementation of law 10.639 in Brazilian Basic education. Using the concept ‘diffuse governance’, the argument is made that at present it are the multiple actions by the Brazilian Black Movement, in diverse arenas of dispute, and interacting with a range of actors, that enable us to understand the social coordination/regulation in the process of constructing and implementing Law 10.639. 相似文献
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Analyses of curricula in a range of countries show how they tend to reinforce, rather than challenge, popular theories of racism. To date, we know little about the contribution of physical education (PE) curriculum policy to the overall policy landscape. This paper examines the construction of race and racism in two national contexts (Norway and England) as a means of putting race and anti-racism on the PE policy research agenda. It adopts a critical whiteness perspective to analyse how whiteness, as a system of privilege, contributes to the racialisation of valued knowledge in PE and asks, who potentially benefits and/or is marginalised within the learning spaces available in the texts? The discourse analysis reveals that two discursive techniques of whiteness combine to privilege white, Eurocentric knowledge content. Unmarked white PE practices and students are constructed as universal, normative and contingent. As a result, non-white PE practices and students are positioned on the margins in contemporary policy texts. By revealing the racialisation processes evident in the texts, we aim to trouble the profession's taken-for-granted truths about race in PE as integral to working towards the development of an antiracist subject. 相似文献
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Dan Cui 《International Journal of Lifelong Education》2019,38(1):67-75
ABSTRACTThis paper examines the dominant knowledge construction in Canadian public schools. Using the grounded theory approach, thirty-six Chinese Canadian youths and young adults were interviewed in Alberta. Drawing on critical, anticolonial and Bourdieusian perspectives, I argue that some teachers’ racialised habitus and biased knowledge constructions devalued the indigenous knowledges that immigrant youth bring to the classroom. Moreover, they reproduced anti-immigrant discourses and reinforced racial hierarchies in Canadian society. As a consequence, they negatively affect the identity construction of immigrant descendants and undermine their attempts to negotiate a sense of belonging in Canada. I argue that decolonising dominant knowledge constructions requires challenging teachers’ racialised habitus in teaching and their interactions with immigrant students. 相似文献
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Rupert Lewis 《Inter-Asia Cultural Studies》2016,17(1):52-57
The ideas of Bandung had echoes in the anti-colonial and decolonization movement in the Anglophone Caribbean from the 1950s to the 1970s. These echoes were signals of international solidarity that emerged among the political leadership and radicalized publics in Asia, Africa, Latin America and the Caribbean. That sense of solidarity has been replaced by pragmatic business relations in the era of global neo-liberalism and the growing role of China and other ex-colonies as economic powers. There is an urgent need for renewal of mutually beneficial political association among ex-colonial countries. The spectres of racism and racial stereotypes need to be confronted in the building of stronger economic relations. These racial stereotypes arise from the growth of anti-black racism over the past 500 years. Similarly, racial stereotypes of Chinese and other peoples of Asia are rooted in colonial histories. New political relations cannot be based exclusively on trade and economic relations but on an explicit elaboration of ideas that can encourage discussion, debate and the development of institutions. These new political ideas can build on shared principles in an anti-racist direction, which helps to restore human dignity to international relations. 相似文献
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Leandro Schclarek Mulinari 《Critical Studies in Media Communication》2017,34(3):206-219
In this study I explore the city as a space where images of crime are challenged. Taking the experiences of well-established journalists as my point of departure, I analyze why they dispute the crime image of Malmö, Sweden’s third-largest city. I show that my informants perceive that the image of the city is used to criticize notions of the multicultural society. The analysis points to the need to examine the media’s role in challenging crime images in relation to race as a fundamental conflict line in society. The act of disputing is produced in opposition to the gaining presence of the extreme right within the political domain. Consequently, I conclude that this can be seen as an act of resistance, while also arguing that it can be complicit in a neoliberal urban agenda. 相似文献
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ABSTRACTThis study examines the responses of pre-service teachers (PSTs) to the young adult novel All American Boys in light of their viewing the 2016 documentary 13th. In this paper, I use anti-racist English education scholarship to discuss how these two texts helped PSTs ‘refuse to start with secondly.’ I examine how Adichie’s concept of ‘refusing secondly’ within readings of literature both affords and constrains the anti-racist possibilities of literature teacher preparation courses. Using qualitative methodologies, I analysed student reflections, recorded class discussions, and co-constructed class documents. Students connected the historical and the contemporary in considerations of race and racism. They also implicated societal institutions before situating themselves within the continuing legacies of race and racism. These findings demonstrate the ways that ‘refusing secondly’ may offer space for PSTs and teacher educators to use literature to navigate the continuous and indeterminate process of becoming more anti-racist. 相似文献
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Angela Smith 《Children‘s Literature in Education》2006,37(1):35-50
This paper seeks to explore issues of immigration and Otherness through a study of the first of Michael Bond’s Paddington
books. I will argue that this book and those which follow in the series, intended for a readership of young children, deal
with the issue of immigration at a more subtle level than more recent books which are largely aimed at older children who,
it is assumed, are better able to cope with the complex political and psychological issues involved. Paddington, as a series
of books begun in the late 1950s, presents issues of anti-racism and ‘Otherness’ which can be revealed through a close textual
analysis of the introductory chapters of the first book in series, A Bear Called Paddington (1958)1, whilst also showing how the dominant culture retains its superior status.
Angela Smith is Senior Lecturer in Language and Culture at the University
of Sunderland, where she teaches in the areas of sociolinguistics and children’s
language acquisition. She has published articles on issues relating to language and gender
and language and the media.
Van Dijk, ‘sDiscourse, ethnicity, culture and racism’s
Smith, National Identity 相似文献
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AbstractThis is a co-written narrative essay about our lives as religious educators in white-dominant spaces of education and educational structures. This co-narrative expression embodies for us the different ways that People of Color and Women of Color have to function as part of the guild and as part of honoring our vocational commitments to anti-colonialism and anti-racism. 相似文献
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ABSTRACTIn the age of transnational migration, the practices and policies of lifelong learning in many immigrant-receiving countries continue to be impacted by the cultural and discursive politics of colonial legacies. Drawing on a wide range of anti-colonial and anti-racist scholarship, we argue for an approach to lifelong learning that aims to decolonise the ideological underpinnings of colonial relations of rule, especially in terms of its racialised privileging of ‘whiteness’ and Eurocentrism. In the context of lifelong learning, decolonisation would achieve four important purposes. First, it would illustrate the nexus between knowledge, power, and colonial narratives by interrogating how knowledge-making is a fundamental aspect of ‘coloniality’. Second, decolonisation would entail challenging the hegemony of western knowledge, education, and credentials and upholding a ‘multiculturalism of knowledge’ that is inclusive and responsive to the cultural needs and values of transnational migrants. Third, decolonisation would lead to the need for planning and designing learning curricula as well as institutionalised pedagogy based on non-western knowledge systems and epistemic diversity. The final emphasis is on the urgency to decolonise our minds as lifelong learners, practitioners and policy-makers in order to challenge the passivity, colonisation, and marginalisation of learners both in classrooms and workplaces. 相似文献
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