Anti-racism ‘from below’: exploring repertoires of everyday anti-racism

Aquino, Kristine

doi:10.1080/01419870.2016.1096408

Cited by 27 publications

(8 citation statements)

References 34 publications

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“…In light of the prevalent influence of race-evasiveness, it is not only important to juxtapose race-evasiveness with raceintentionality, but also with anti-racism. Anti-racism extends beyond addressing race and racism as topics to dismantling the power hierarchies that support racism and white supremacy in the first place (Aquino, 2016;Pollock, 2008). In teacher education, this means equipping teachers to go beyond broad discussions of race to specifically address and disrupt white supremacy in education.…”

Section: Anti-racism and Language Ideologiesmentioning

confidence: 99%

“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education

Chang‐Bacon

2021

Journal of Teacher Education

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The racial and linguistic diversity of U.S. classrooms has drawn attention to the intersecting dynamics of race, racism, and language learning in teacher education. While most studies in this vein focus on teachers, almost no research has focused on teacher educators themselves. Therefore, this study draws on interviews with teacher educators to document how they addressed—or more often, evaded—the topics of race and racism. Participants ( n = 33) were instructors for state-mandated courses on teaching emergent bilinguals for general educators across the state of Massachusetts. Through the lens of poststructural discourse analysis, the findings of this study demonstrate that race-evasiveness is not a byproduct of passive omission, but instead involves active, discursive effort. These findings underscore the importance of individual and collective efforts to disrupt race-evasiveness, but also illustrate the limits of surface-level race-intentionality for advancing antiracism in teacher education.

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Section: Anti-racism and Language Ideologiesmentioning

confidence: 99%

“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education

Chang‐Bacon

2021

Journal of Teacher Education

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“…It is important to begin with a working definition of anti-racism that truly sets the tone for the work needed to achieve institutional change for racial equity. Everyday anti-racism considers how individuals combat racism in their everyday lives and lived contexts (Aquino, 2016;Pollock, 2008). Young and Laible (2000) define anti-racism through three central characteristics: focus on white racial dominance, understanding how it works throughout our society, and taking action against white racism.…”

Section: Anti-racismmentioning

confidence: 99%

Anti-Racist Change: A Conceptual Framework for Educational Institutions to Take Systemic Action

Welton

Owens

Zamani‐Gallaher

2018

Teachers College Record: The Voice of Scholarship in Education

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To achieve racial equity in education not only do individuals’ mindsets need to be shifted to a more anti-racist ideology, but the institutions in which they work need to make profound anti-racist changes as well. Therefore, we revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity. However, we do acknowledge the limitations of each body of research. Anti-racism research is more so ideological and theoretical and does not operationalize specifically how to take action against racism, and the organizational change research largely overlooks equity discussions, especially race. Yet, when combined, the two sets of research offer a more actionable framework for educational leaders. Thus, we merge key concepts from anti-racism and the organizational change literature to present a conceptual framework that leaders in both PK–12 and higher education institutions can use to be accountable for facilitating broad level systemic anti-racist change.

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“…It also describes several mobility strategies employed by a middle class group of Britain’s ethnic minorities to ensure survival and success at work in Britain. This discussion highlights ethnic minorities’ agency, expanding the discussion about their experiences with racial discrimination beyond frames of victimhood (Aquino, 2016). This study presents a more complex story than one of simple racial discrimination in the workplace through its careful and thorough examination of the Nigerian second generation’s experiences in the workplace.…”

mentioning

confidence: 98%

The Nigerian Second Generation at Work in Britain: Ethnoracial Exclusion and Adaptive Strategies

Imoagene

2018

Sociology

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This article examines the workplace experiences of upwardly mobile second generation Nigerians in Britain. It uses data from semi-structured in-depth interviews with 73 second generation Nigerian adults. The analysis distinguishes between incidents of discrimination and stigmatization (assaults on worth) and finds that incidents of stigmatization were more common than incidents of racial discrimination among the Nigerian second generation. Contextual factors, specifically Britain’s colonial history, national identity, and the cultural repertoire of the British class system shaped how individuals perceived, recognized, and interpreted incidents of ethnoracial exclusion. Strategies of non-response, social adaptability, and conciliation were used both to respond to these incidents of ethnoracial exclusion and facilitate economic mobility. The findings present a more complex story than one of simple racial discrimination for second generation Africans in British workplaces.

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Anti-racism ‘from below’: exploring repertoires of everyday anti-racism

Cited by 27 publications

References 34 publications

“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education

“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education

Anti-Racist Change: A Conceptual Framework for Educational Institutions to Take Systemic Action

The Nigerian Second Generation at Work in Britain: Ethnoracial Exclusion and Adaptive Strategies

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