This critical case study investigated the experiences of ten White preservice social studies and language arts teachers as they learned about race and racism during the first semester of an urban-focused teacher preparation program. Through observation, interview, and artifact data, this inquiry analyzed how the preservice teachers engaged with the topic of race through the conceptual framework of critical Whiteness studies. This theoretical lens seeks to identify the normalized, oppressive practices of Whiteness with the goal of reorienting those practices in antiracist ways. The author identified two broad themes of transgressive White racial knowledge and conventional White racial knowledge to characterize the progressive and problematic aspects, respectively, of the preservice teachers’ engagement with race. The participants displayed transgressive White racial knowledge through the way they combatted deficit thinking toward urban students and through their knowledge of the mechanics of Whiteness and structural racism. They displayed conventional White racial knowledge through their stories of early experiences with racial difference, their use of subtle resistance discourses during race conversations, and their tendency to misappropriate critical racial discourses. As a whole, the racial knowledge of the ten White preservice teachers points to conflicted, ambivalent feelings at the core of their racial identities. Their desires to talk about race and to develop an antiracist teaching practice were mediated by competing desires to maintain their identities as “good Whites” and to protect their investments in Whiteness. The complex ways that these White preservice teachers engaged with critical racial discourses have significant implications for critical Whiteness studies, teacher education, and social studies education. Their willingness to explore race in a critical fashion should push teacher educators to resist homogenizing, deficit views of the antiracist potential of White teachers. However, their problematic engagement with race points to the importance of viewing White identity as conflicted. If antiracist pedagogies begin with this understanding of White racial identity, they can encourage profound shifts in the ontology, epistemology, and methodology of Whiteness. These shifts can help White teachers to develop racial literacy and to build an antiracist teaching practice.

The thesis explores the relationship between citizenship education and identity in conflict-affected societies, by comparing the teaching of citizenship across different schools in Northern Ireland and Israel. In both societies, citizenship education addresses issues that are deemed controversial, such as the recent or ongoing conflict, citizenship, racism, and sectarianism. The theoretical framework brings together (neo) Marxist, post-colonialist, and critical pedagogical approaches to citizenship education and identity. Fieldwork was carried out in four different schools (Catholic, Protestant, Jewish-Israeli and Arab-Palestinian), using individual interviews, focus group interviews, observations, and document analysis. The major findings suggest that citizenship education at the policy, school, and classroom level is permeated by an avoidance of controversial issues related to the conflict and identity. In both societies, dominant narratives about the conflict glorify and justify violence, preventing a more critical examination of the conflicts. Additionally, educational policies promote a neoliberal/managerialist culture that censors the critical potential of citizenship education by determining that the priority for schools is academic standards and performativity. This limits teachers' ability to develop students' critical political thinking, to address controversial issues, and to challenge racist and sectarian views. However, the data also point to the employment of transformative forms of citizenship education, which became particularly evident among minorities. The thesis contribution is threefold: first, drawing on a (neo) Marxist and postcolonial theoretical framework facilitates a structural examination of the state of citizenship education through the lens of power relations. Second, the multi-level study shows how processes of avoidance and censoring trickle down from the policy level into schools and into classrooms. Third, since citizenship education is permeated by sidestepping and censoring, it is at risk of reproducing the conflict, structural sectarianism and racism, and socio-economic inequalities. The thesis concludes with the assertion that there is a need to provide teachers and schools with political and institutional support through offering training programmes; guidance and more time during the citizenship lesson to teach about controversial issues related to the conflict and identity. It also points at the need to further research pedagogies of critical teachers, who are able to promote transformative citizenship even in an uncongenial political environment that subtly promotes avoidance and censoring.

This critical case study investigated the experiences of ten White preservice social studies and language arts teachers as they learned about race and racism during the first semester of an urban-focused teacher preparation program. Through observation, interview, and artifact data, this inquiry analyzed how the preservice teachers engaged with the topic of race through the conceptual framework of critical Whiteness studies. This theoretical lens seeks to identify the normalized, oppressive practices of Whiteness with the goal of reorienting those practices in antiracist ways. The author identified two broad themes of transgressive White racial knowledge and conventional White racial knowledge to characterize the progressive and problematic aspects, respectively, of the preservice teachers’ engagement with race. The participants displayed transgressive White racial knowledge through the way they combatted deficit thinking toward urban students and through their knowledge of the mechanics of Whiteness and structural racism. They displayed conventional White racial knowledge through their stories of early experiences with racial difference, their use of subtle resistance discourses during race conversations, and their tendency to misappropriate critical racial discourses. As a whole, the racial knowledge of the ten White preservice teachers points to conflicted, ambivalent feelings at the core of their racial identities. Their desires to talk about race and to develop an antiracist teaching practice were mediated by competing desires to maintain their identities as “good Whites” and to protect their investments in Whiteness. The complex ways that these White preservice teachers engaged with critical racial discourses have significant implications for critical Whiteness studies, teacher education, and social studies education. Their willingness to explore race in a critical fashion should push teacher educators to resist homogenizing, deficit views of the antiracist potential of White teachers. However, their problematic engagement with race points to the importance of viewing White identity as conflicted. If antiracist pedagogies begin with this understanding of White racial identity, they can encourage profound shifts in the ontology, epistemology, and methodology of Whiteness. These shifts can help White teachers to develop racial literacy and to build an antiracist teaching practice. / text

In this research, I provide a foundation for theorizing and understanding institutionalized antiracism initiatives; under-examined sites of geographical research. Through an examination of three different research sites (Queen’s University, the Canadian Race Relations Foundation, and the United Nations Educational, Scientific and Cultural Organization), I seek to understand how organizations working in different contexts negotiate a range of variables so as to achieve the most effective outcomes possible. With a focus on site-specific context and its role in antiracist initiatives, this research combines a range of qualitative methods including interviews and researcher observations to assess the factors that influence the strategic directions and decisions of organizations. This thesis contributes to the exploration of social change and human rights strategies by positioning institutionalized antiracism initiatives as the focus of study; highlighting the importance of geopolitical context and other institutional factors in this work; identifying key challenges and opportunities; presenting findings on effective human rights strategies; and filling a gap in this area of geographic study. More specifically, this research demonstrates that institutionalized antiracism initiatives experience specific advantages and challenges as a result of factors internal and external to the organization. It also provides insight into the climate of social change in Canada and reveals some important findings with regard to antiracism strategies that can be used by organizations to improve the effectiveness of their initiatives and programs. / Thesis (Ph.D, Geography) -- Queen's University, 2014-01-31 08:45:08.578

abstract: Scholars have written about the emotional agitation among White students in response to race-based issues (Higginbotham, 1996; Tatum, 1994; Vasquez, 2006). Research has implicated the emotional experience of guilt with the anti-racist concepts of White racial privilege and Black racial oppression. However, methodological issues in the research raise questions about our current understanding of this issue, which has implications on the ability of educators to create effective course curricula and optimal learning environments. Grounded in a theory of guilt and shame and drawing upon tenets of modern forms of racism, I examined the effects of anti-racist education on White students. Specifically, I tested the effects of two factors on four dependent variables. The first factor, called the content factor, was comprised of three levels that exposed participants to statements conveying institutional forms of White racial privilege, Black racial oppression, and a control condition. The second factor, called the race factor, was comprised of two levels that represented the racial background of a confederate instructor: A White instructor and a Black instructor. Interventions (i.e., factor levels), which were embedded within a standardized lecture on racial inequality, were randomly assigned to participants. Exposures to interventions and data collection were facilitated by the use of laptop computers. Main effects and interaction effects among the six conditions on guilt, shame, negation, and racist attitudes were examined. Given the role of self-awareness in experiencing guilt and shame, identification with Whiteness as a moderating variable was also tested. A sample of 153, self-identified White students with a mean age of 21 participated in the study. They were recruited from three, large public universities located in the Western, South Western, and Mid Western United States. Categorical predictors were dummy coded and hierarchical multiple regression was used to analyze the data. Findings suggest that the interventions of White racial privilege and Black racial oppression, as institutionally focused concepts, exert no effects on guilt, shame, negation and racist attitudes compared to a control condition. Findings showed a main effect for identification with Whiteness, but not a moderating effect. Implications, limitations, and future research are discussed. / Dissertation/Thesis / Ph.D. Counseling Psychology 2012

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Cette thèse explore les reconfigurations contemporaines du féminisme en Italie, et en particulier les pratiques, les représentations et les narrations de femmes engagées contre l’homophobie et le racisme à partir des relations postcoloniales et d’un sens libre de la différence sexuelle.Ces femmes composent des ensembles de résistances où sont en train d’émerger des positionnements politiques nouveaux, dont les « devenirs engagées » excédent ou resignifient de façon inédite des catégories occidentales telles que « lesbienne », « féministe », « migrante », « culture » etc. Il s’agit de sujets excentriques qui travaillent les séparatismes dans les mouvements sociaux, et mettent en échec les polarisations idéologiques à partir d’expériences des différences agissant comme des instances conflictuelles vitales : elles inaugurent des formes de participation fondées sur un besoin de coalitions et de transversalité.De l’analyse des itinéraires corporels, des pratiques et des cartographies des mouvements il ressort que les vecteurs de connexion principaux entre les actrices sociales marquées par la multiplicité sont les généalogies et les origines ainsi que les dimensions de l’in/visible et de la représentation.Cette ethnographie terrona s’inscrit dans une généalogie d’anthropologie postexotique qui se fondant sur une implication autoethnographique de la chercheuse, propose une révision des relations entre les participantes à la recherche, et de l’idée de terrain.Cette thèse relie des expériences de recherche à Paris, à Palerme et à Vérone, respectivement dans le Sud et dans le Nord-est de l’Italie, et thématise les formes de compétition culturelle et les représentations du Sud et du Nord italiens par une perspective postcoloniale. / This thesis explores the current reconfiguration of feminism in Italy, particularly the practices and self-representations of women who struggle against racism and homophobia from a postcolonial standpoint and with a freely interpreted sense of sexual difference. These women create spaces of resistance that allow the emergence of new political positionalities, which go beyond western categories of ‘lesbian’, ‘feminist’ and ‘migrant’ by re-signifying them in novel ways. These “eccentric subjects” (de Lauretis 1999) work on the separatisms inside social movements, confounding their ideological polarizations by living difference as instances of vital conflict. They thus open up forms of participation based on the need for transversality. The analysis of the activists’ bodily itineraries and of the movements’ practices and cartographies shows that two main elements of connection exist between these women, who are characterized by multiplicity: on the one hand, their genealogies and origins; on the other, the dimensions of visibility, invisibility and representation.This terrona ethnography draws on a post-exotic anthropological tradition predicated on the researcher’s auto-ethnographic implication, and on a revision of the relation between research participants and the notion of the field. The thesis connects experiences in Paris, Palermo (southern Italy) and Verona (northeast Italy), problematizing forms of cultural competition and the representation of (different parts of) Italy from a postcolonial perspective.

This study addresses the decolonial program of the French party Les Indigènes de la République (PIR). By means of contemporary concepts of Coloniality, Decoloniality and decolonial resistance as theoretical framework and a qualitative content analysis as method for this study thirty articles of PIR authors that have been published from 2016 to 2018 are analysed in regard to the party’s particular understanding of racial inequality in French society, its conception of a decolonial society and its’ strategy for systemic change. The study asserts, how the PIR identifies a continuity of colonial ideology in the form of white universalism and supremacy as the source of racism in contemporary France and how it envisages an alternative, decolonial society based on multiversalism, cultural multiplicity and the refusal of hegemonic attitudes of one identity group towards another. Although the PIR is open for decolonial alliances the analysis shows, that the party insists on a primary non-white identity of its decolonial movement. The research concludes, that practical steps have to be taken in order to reach the PIR’s objective of a decolonial society.

With racism driving perinatal health disparities, antiracist tools and trainings are necessary for WIC nutrition professionals who serve as frontline providers for Black and Indigenous families of color. Black families, in particular, are the most likely to experience harms from discrimination in health care and health services, even from well-intentioned providers in caring professions. This thesis investigates the role of racism, both interpersonal and structural, and how it may influence WIC enrollment, participation and culture of care. After providing a basic overview about WIC including recent participation and demographic statistics and trends, I share my own ethnographic observations and reflections on my positionality in the WIC clinic setting. I review research on the most commonly identified barriers to and benefits from WIC participation, including how those benefits intersect with contributing factors in the crisis in Black perinatal health in the United States, and make the case for including experiences of bias and racism as an overlooked barrier. With a focus on improving the client experience, I use an urban bioethics lens to inform strategies (including antiracism training for WIC staff) to increase and sustain WIC participation and the concomitant benefits participation can incur, particularly for Black mothers and birthing people and their families. I review the literature that informed our training, describe key components of the training, and summarize the findings from the evaluation and assessment of the WIC nutrition professionals who attended. Lastly, I posit how the convergence of COVID-19 and the racial justice uprisings of 2020, both accelerated the acceptance of the need for innovations in how WIC is implemented, and created the conditions to facilitate rapid changes towards more equitable policies and procedures at both the local and federal level. Many of these changes were previously thought to be desirable but unattainable, and I reflect on the need to seize this opportunity to intentionally build upon that progress by applying a racial equity framework to envision a post-pandemic WIC. / Urban Bioethics

Given the ongoing persistence of anti-Black racism in Ontario education, I enact a curriculum of Black Excellence and antiracism. In partnership with the Ottawa Carleton District School Board and propelled by calls to action from The Ministry of Education and Black advocacy organization, I ask how The Sankofa Centre of Black Excellence course and program may address these systems of racism. I draw on Critical Race Theory as both a theoretical framework and overarching methodology of analysis for my thesis. In the first of three articles within this thesis I begin by framing my understanding of antiracism with an overview of the possibilities and limitation of Culturally Relevant and Responsive Pedagogy in Ontario public schooling contexts. In the second article, I draw on the literature and method of Critical Race Currere to understand antiracism and Black excellence in relation to teaching the Sankofa course. In the third article, I draw on a social action curriculum project research methodology to analyze and synthesize the course curriculum-as-planned and -lived. Finally, I suggest that the continued engagement with Aoki’s (1993) concept of a curriculum-as-lived serves as a departing point for engaging with broader conversations surrounding Black excellence and antiracism curriculum in the Ontario educational system.