Challenging Anti-Black Racism in Everyday Teaching, Learning, and Leading: From Theory to Practice

Lopez, Ann E.; Jean‐Marie, Gaëtane

doi:10.1177/1052684621993115

Cited by 62 publications

(46 citation statements)

References 36 publications

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“…There is scope for extending this kind of research in the English context, including how it might differentially affect learners of Black Caribbean heritage who may be more likely to manifest forms of cultural resistance in the form of rap music, hair styles or the use of dialect in the classroom. Analysis centres on the role of fear on the part of some White teachers of Black bodies, but also hostility to manifestations of Black counter‐cultures of resistance (Lopez & Jean‐Marie, 2021). Recent, careful ethnographic work in inner‐city schools in England has detailed how processes of racialisation of learners from Black backgrounds by some White teachers leads to the uneven and culturally insensitive application of behaviour management policies (Wright et al, 2020).…”

Section: The Sewell Report: a Critical Analysismentioning

confidence: 99%

Racism and the future of antiracism in education: A critical analysis of the Sewell Report

Tikly

2022

British Educational Res J

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This article provides an analysis and critique of the education component of the 2021 Sewell Report on Race and Ethnic Disparities. Discussion focuses on the report's spurious claims to objectivity, the erasure of racism and the inadequacy of its recommendations. It is suggested, however, that despite its many flaws, the Sewell Report poses challenges for those who have traditionally been aligned with antiracism in education. The article concludes by setting out a vision for a new progressive project aimed at advancing racial and cultural justice that, it is suggested, can begin to address these challenges. K E Y W O R D Santiracism and education, Commission on Race and Ethnic Disparities, racism and education, Sewell Report BACKGROUND TO THE SE WELL REPORTThe Report of the Commission on Racial and Ethnic Disparities (HMG, 2021), popularly referred to as the Sewell Report, was instigated at the behest of the Prime Minister, Boris Johnson, as a response to the events of the spring and summer of 2020. These included a series of protests organised by the Black Lives Matter movement in the wake of the murder of George Floyd by the police in the USA and the toppling of the statue of the slaver, Edward Colston, by protesters in Bristol. The report can be seen as part of a conscious attempt to 'change the narrative' on race and ethnicity in Britain in the light of these developments. Consisting of a predominantly Black and Asian membership and chaired by the educationalist Tony Sewell, education featured prominently in the report. The key findings of the report, namely that antiracists have got it wrong, that Britain is not an institutionally racist society, that our institutions-including educational institutions-have in fact become fairer in their treatment of minorities and that the UK should therefore be held up as a beacon in the arena of race equality for other majority White countries, met with delight and dismay in equal measure.The report was greeted with barely suppressed euphoria from commentators on the right for striking a fatal blow against 'wokedom ' (McKinstry, 2021), a victory in the 'culture wars' against the emotional rhetoric of the Black Lives Matter movement and their attacks on British values (Halligan, 2021), offering instead a reasoned, data-led appraisal of race relations in the UK today (Goodhart, 2021). It was also lauded in the right-wing press for providing proof that the lines dividing us in education, as in other areas, are based on class not race (Liddle, 2021). The report was met with despair and anger by antiracists. It was accused of misunderstanding the nature of racism (Bhopal, 2021) and of 'Whitewashing' the

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Section: The Sewell Report: a Critical Analysismentioning

confidence: 99%

Racism and the future of antiracism in education: A critical analysis of the Sewell Report

Tikly

2022

British Educational Res J

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“…The enduring impact of slavery in the history of humanity makes attempts to undo race and racism nearly impossible. Similar to the solidity of concrete structures, the normalisation of race and racism is solidified in human culture and is passed on through interaction actively or passively, intentionally or unintentionally, overt or otherwise (Delgado and Stefancic, 2012; Lopez and Jean-Marie, 2021; Williams, 2012). Concrete when ‘fresh’ can be moved around with a shovel, but becomes hard once it sets, requiring a more powerful tool to pulverise it.…”

Section: Discussionmentioning

confidence: 99%

“…Although James 1 recognised the presence of racial stereotypes around him at school, he sounded happy about the recognition he got from the other students. His story, however, highlights the role in his school life of racial aggression, subtle or overt verbal or non-verbal signs, which are common place in educational settings (Kohli et al, 2017; Lopez and Jean-Marie, 2021). While some participants described shying away from racial stereotyping, others responded more confrontationally, yet others like James 1 seemed indifferent.…”

Section: Research Findingsmentioning

confidence: 99%

African immigrant students’ participation in Canadian health-promoting schools

Nyika

2022

Health Education Journal

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Background: Students are key stakeholders in schools, and their participation in the work of health-promoting schools (HPS) is crucial. This study focused on African immigrant students to Canada, who face the unique challenge of navigating unfamiliar school systems. The purpose of the study was to understand how immigrant students imagined, felt and thought about themselves in relation to education and health-related programmes from their perspective as Nova Scotia school stakeholders. Methods: The investigation was informed by critical race theory and social constructivism and involved three research methods: photovoice, individual interviews and focus groups. Study participants were 15 secondary school students of colour, aged between 12 and 21 years, who had migrated to Nova Scotia from Africa and the Caribbean region within the last 10 years. Findings: Three overarching themes were developed from the study relating to: the pedagogy of the HPS, Black consciousness and school health culture. Conclusion: Research participants perceived their participation in HPS as racially and pedagogically challenging, to a variable extent. Study findings highlight the significance to HPS programming of authentically representing Blackness, familiarity or love, and Afro-Caribbean cultural food.

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“…The myriad of harmful effects caused by anti-Black racism cannot be overstated -it includes disparities in physical health and mortality (e.g., the death rate for Blacks/African Americans is generally higher than Whites for heart diseases, stroke, cancer, asthma, influenza, pneumonia, diabetes, HIV/AIDS, and homicide; Kochanek et al, 2020; see also : Cobbinah & Lewis, 2018;Feagin & Bennefield, 2014;Paradies et al, 2015), psychological wellbeing (for systematic reviews, see David et al, 2019 andKirkinis et al, 2018), education (e.g., Carter & Welner, 2013;Ladson-Billings, 2006;Lopez, & Jean-Marie, 2021;Milner, 2012), economic opportunity (e.g., the 2019 U.S. Census Bureau reported that 21.2 percent of non-Hispanic Blacks in comparison to 9.0 percent of non-Hispanic Whites were living at the poverty level; Kochanek et al, 2020), and rights of equality, essentially disadvantaging Blacks/African-Americans across every sector of life and society (e.g. Blackmon, 2009;Brondolo et al, 2009;Ruef & Fletcher, 2003).…”

Section: A Dialectical View On Fighting Racism With Dbtmentioning

confidence: 99%

“You Didn’t Cause Racism, and You Have to Solve it Anyways”: Antiracist Adaptations to Dialectical Behavior Therapy (DBT) for White Therapists

Pierson¹,

Arunagiri²,

Bond³

2021

Preprint

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There are currently no published studies that investigate or discuss the cultural responsiveness of Dialectical Behavior Therapy (DBT) to the needs of Black/African-American patients. In addition, no published scholarly works offer guidance to therapists on how to practice antiracism within the context of delivering evidence-based treatment. Methods for developing culturally responsive treatment are discussed within a dialectical framework. We propose that an antiracist adaptation to DBT is needed to correct for context minimization errors in the DBT model that create an invisibility of racism. Recommendations are made for an additional DBT Therapist Agreement that encourages labeling and targeting therapist treatment-interfering racist behavior. An additional Therapist Consultation Agreement is also proposed to guide therapist antiracist advocacy and functional validation for Black/African-American patients. The DBT technology is used in conjunction with other multicultural theoretical models to recommend strategies for developing White DBT therapists’ antiracist competencies. Future directions for qualitative research and applications to DBT supervision are discussed.

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Challenging Anti-Black Racism in Everyday Teaching, Learning, and Leading: From Theory to Practice

Cited by 62 publications

References 36 publications

Racism and the future of antiracism in education: A critical analysis of the Sewell Report

Racism and the future of antiracism in education: A critical analysis of the Sewell Report

African immigrant students’ participation in Canadian health-promoting schools

“You Didn’t Cause Racism, and You Have to Solve it Anyways”: Antiracist Adaptations to Dialectical Behavior Therapy (DBT) for White Therapists

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