The discourse of denial: how white teacher candidates construct race, racism and ‘white privilege’

Abstract

2005) The discourse of denial: how white teacher candidates construct race, racism and 'white privilege', Race Ethnicity and Education, 8:2, 147-169,

Corporate multiculturalism, diversity management, and positive interculturalism in Irish schools and society

“…It is in this sense that those discourses operating at the level of Irish state policy, which distinguish economically useful migrants who can serve the national economic interest from those whom it must carry as part of its humanitarian or altruistic burden, from those who are mere 'citizen tourists' and hence undeserving of the state's generosity, are more likely to have an impact at the local level of the school. Strategically, the interrelated discourses of anti-racism and interculturalism serve to placate their proponents with the idea that something is being done about the problem of racism in Irish society, thereby eliminating the need for any real interrogation of its structural dimensions and the political-economic arrangements and political discourses that are ultimately responsible for its existence and intensification (Bryan 2009;Solomon et al 2005). Exposing and contesting this form of symbolic violence is a small, but essential part of the process of fostering more progressive forms of anti-racism in schools and society.…”

De la diversité ethnoculturelle au vivre ensemble : représentations de futurs enseignants de l’approche multiculturelle en éducation

“…Sur le sol canadien, la diversité ethnoculturelle résulte principalement de l'immigration internationale, justifiée dans le discours gouvernemental par le besoin de croissance démographique ainsi que par la nécessité d'augmenter le niveau de qualification de la main-d'oeuvre active dans les domaines-clés de la nouvelle économie (Gouvernement du Canada, 2004). Malgré les politiques mises en place aux paliers fédéral et provincial (Gouvernement du Canada, 1988; Ministère de l'éducation et de la formation de l'Ontario, 1993; Ministère de l'immigration et des communautés culturelles du Québec, 2004), des phénomènes d'inégalité, d'inéquité et de discrimination sur des bases raciales ou d'appartenance ethnique restent encore observables en société (James, 2005;Palmer, 1999) comme à l'école (Solomon, Portelli, Daniel, et Campbell, 2005).…”

New label no progress: institutional racism and the persistent segregation of Romani students in the Czech Republic

“…This means racist practices and outcomes are often not challenged; indeed their very banality make them difficult to identify and address (Ladson-Billings and Tate 1995;Delgado and Stefancic 2012). Furthermore, the invisibility of Whiteness as an ethnic category masks racist structures and shields the majority from their complicity in sustaining racist practices (Solomon et al 2005;Picower 2009). In the Czech case, the unconscious bias of many educational professionals is an important barrier to progress in ending segregation.…”

“…CRT gives us the tools to unpick the various facets of this racialisation, with its emphasis on the social construction of racial identities, critique of colour blind policies and the interrogation of intersections of race and class in the formation of identity (LadsonBillings and Tate 1995;Dixson and Rousseau 2005;Solomon et al 2005;Picower 2009;Delgado and Stefancic 2012). The study of Whiteness is key to understanding why policies to end the segregation of Romani children have so little impact: Whiteness is typically not acknowledged as a racial category and is instead perceived as the norm from which other categories deviate.…”