Positive Racial Identity of Black Brazilian and Colombian Adolescents Amidst Systems of Educational Oppression

Abstract

Contrary to popular discourse on racial harmony in Latin America, research links educational inequality to physical appearance, particularly in countries with national ideologies emphasizing multiculturalism, such as Brazil and Colombia (Marteleto et al., Research in Social Stratification and Mobility, 2012, 30, 352; Telles, Pigmentocracies: Ethnicity, Race, and Color in Latin America, 2014, University of North Carolina Press, Chapel Hill, NC). This study used PVEST to explore how social processes influence adolescent self‐identities and perceptions of educational access. Mixed methods research conducted among 737 high school seniors in Salvador, Brazil and Cartagena, Colombia, revealed that socioeconomic status significantly related to race and skin tone, and Black and darker skinned Brazilian participants reported the highest rates of perceived discrimination; however, perceptions of socioeconomic mobility varied by the type of school students attended (i.e., public vs. private) rather than by their race or skin tone.

Dismantling systems of racism and oppression during adolescence: An agenda for anti‐racist research

“…In other words, the present‐day lived experiences of Black adolescents have linkages to the African slave trade and the treatment of Black people for centuries that followed. Other historically minoritized racial and ethnic groups, such as those from Central and South America or Indigenous peoples who once occupied the land we now call the United States, have very different histories with similar themes of colonialism and racial capitalism; several papers in our special series focus on these populations (e.g., Harris, 2022; Uink et al, 2022). Systemic racism can and should be uniquely understood within the context of U.S. history and can also be considered from a more global lens.…”

Cognitive Justice and the Effective Use of the Principles of Good Teaching at Grade 10 Accounting

“…One cannot turn a blind eye on the fact that for many black people there will always be an inherent gap of 600 years performance, caused by slavery which we still need to recover from, even after many years of teaching and learning (Barnes, 2022). Therefore, education system across the world should be such that it recognises the individual context, in a sense that tacit knowledge that the marginalised groups poses is still recognised and allowed to co-exist with other knowledge's without being made inferior to others (Harris, 2022). The paper uses an illustrative example of a Learner A, who was born and bred in an English white privileged family and the Learner B who is born and raised by the African family who speaks Nguni language, and who because of the racial segregations, the parents never went to school.…”