| Abstract: | This article is a reflection on educational change in Euro-American contexts, undertaken as I conclude two extensive empirical studies on minority student disengagement and strategies of inclusive schooling in the Ontario public education system. Specifically, the discussion explores the implications of race, difference and power for schooling and educational change in North America. It is argued that contemporary education needs to take into account how social difference and questions of identity implicate schooling. The search for genuine educational options must be reframed in the pursuit of anti-racism praxis so that students can engage critical knowledge as a way to rupture the social order of things. In conclusion, the article suggests ways for critical educators to work collectively to ensure that learning and teaching about ourselves is transformative. |
