Race and racism inform our subjective realities and structure unequal material relations in contemporary society. While researchers have developed substantive theories to explain racism as systemically pervading institutions within society and permeating our consciousness, studies must also examine how people with privilege deny or admit the existence of racism within their institutions in different environments. Studies of how educators understand racism have been emerging; however, there remains a paucity of scholarship addressing this topic in the Canadian Prairies. In this thesis I use discourse analysis to investigate how prairie teachers negotiated the troubling topic of racism in their schools. The data was collected through open-ended surveys and focus-groups exploring teachers understanding of racism and anti-racism within two mid-sized prairie city high schools. First, exploring survey responses, I use text-based discursive analysis techniques to analyze how participants minimize the unsettling presence of racism in the school. In their responses, teachers used techniques of individualization, blaming the victim, displacement, and situating racism as a student problem to avoid implicating themselves or their school within racism. Teachers preserved the colour-blind image of education, maintaining the benevolence of the educational institution and its employees. However, different images of education emerged from focus-group discussions with educators interested in exploring anti-racism in the school. Focus group participants shifted from minimizing racism to problematizing privilege and power within the building. Multicultural, psychological, and institutional approaches to anti-racism emerged, emphasizing the need to engage individuals, cultures, and institutional structures. Exploring how teachers articulated different versions of the school environment, the identities of students, and their own identities within and between these different anti-racist discourses exposed how versions of each approach could be constructed to situate racism as external to education, and how critical conceptualizations of the school opened opportunities for individual, cultural, and institutional change within education. This research develops the understanding of race in the Canadian Prairies, discourse analysis within geography, anti-racist education, the geography of how teachers situate racism, and how teachers construct the relationship between school, teacher identity, and racism.

This qualitative case study examines the way in which six adult learners and their teacher in a university language classroom narrativise their identities while reflecting on experiences in and outside of the classroom. This study determined that the identity positions of the student participants were strongly influenced by notions of normative cultural, national and religious identity categories, as well as the students’ experiences in environments that were characterized by high-stakes grading, and “native speaker” norms. Drawing on poststructural identity theories (Norton, 1995, 1997; Gee, 2001) and anti-colonial and anti-racist scholarship (Kubota and Lin, 2009), this research contributes to the growing body of knowledge that addresses the effects of subjective notions of identity and structural power relations on the experiences of adult learners. Additionally, it outlines some possible actions for teachers and policy-makers to counter some of the structural inequalities that negatively impact the identity negotiation of students.

This qualitative case study examines the way in which six adult learners and their teacher in a university language classroom narrativise their identities while reflecting on experiences in and outside of the classroom. This study determined that the identity positions of the student participants were strongly influenced by notions of normative cultural, national and religious identity categories, as well as the students’ experiences in environments that were characterized by high-stakes grading, and “native speaker” norms. Drawing on poststructural identity theories (Norton, 1995, 1997; Gee, 2001) and anti-colonial and anti-racist scholarship (Kubota and Lin, 2009), this research contributes to the growing body of knowledge that addresses the effects of subjective notions of identity and structural power relations on the experiences of adult learners. Additionally, it outlines some possible actions for teachers and policy-makers to counter some of the structural inequalities that negatively impact the identity negotiation of students.

Minorities have gained more civil rights with the cooperation of both major political parties in the United States, yet the actions of the Republican Party are often conflated with racism. This is partially the result of clashes in ideological visions, which explain the different political positions of partisans. However, during his 1980 run for the White House, a concerted effort was made to tie Ronald Reagan to racism, as he was accused of pandering to white Southerners. Therefore, this thesis also focuses on “Southern strategies” used by both the Republican and Democratic parties to exploit race, which have spilled into the new millennium.

La désignation des identités Muhutu, Mututsi ou Mutwa au Rwanda selon une terminologie raciale a débouché sur des interprétations raciales de la société rwandaise depuis la fin du 19 siècle. Ces dernières ont inspiré une option politique et socio-économique de la société rwandaise. En vue de la conservation du pouvoir d'Etat, une propagande raciste postcoloniale déboucha sur le génocide perpétré contre les Batutsi en 1994. / The identification of Hutu, Tutsi and Twa of Rwanda as races had conducted to racial interpretations of those identities, since the end of 19th century. A racist propaganda during the postcolonial period conducted to genocide against Tutsi in 1994.

abstract: This dissertation is guided by the following questions: How do People of Color define and experience White people as "authentic" allies? What does a White ally look like to People of Color? How do White allies view themselves as "authentic" White allies? What experiences lead White people to anti-racism and anti-racist praxis? How do White people translate what they know about racism into an active and courageous anti-racist praxis in their own lives? What kinds of educational experiences in the social work classroom might foster or hinder students from learning how to translate anti-racist knowledge into anti-racist praxis? Using narrative methods, I explore some of the answers to these questions. Findings from this study offer ways to design deeper and more meaningful social work/social justice pedagogy that will better prepare social workers to be active, anti-racist practitioners and allies in all aspects of their work. / Dissertation/Thesis / Ed.D. Curriculum and Instruction 2012

My thesis is about the values, opinions and leisure time of non-racist skinheads. Using qualitative research, it provides insight into their lives, clarifies their opinions about current topics and views towards our society. It explains their inner and outer goals, as well as their leisure time, an important feature of this subculture. It includes the history of the skinheads subculture in the Czech Republic and the United Kingdom. It also explains the reasons for joining the non-rasist skinheads and makes an attempt to comprehensibly compare the different branches of the skinheads subculture.

Submitted by Marlene Oliveira de Brito Fernandes null (moliveira4856@bol.com.br) on 2017-05-30T03:49:43Z No. of bitstreams: 1 DIS_MESTR_MARLENE OLIVEIRA DE BRITO.pdf: 2900763 bytes, checksum: 31740cb47f56ab8411dd7dea3cae7ccd (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-05-31T17:05:40Z (GMT) No. of bitstreams: 1 brito_mo_me_bauru.pdf: 2900763 bytes, checksum: 31740cb47f56ab8411dd7dea3cae7ccd (MD5) / Made available in DSpace on 2017-05-31T17:05:40Z (GMT). No. of bitstreams: 1 brito_mo_me_bauru.pdf: 2900763 bytes, checksum: 31740cb47f56ab8411dd7dea3cae7ccd (MD5) Previous issue date: 2017-03-31 / O presente estudo teve por objetivo desenvolver uma proposta de planejamento intercultural, por meio de uma sequência didática direcionada ao quinto ano do ensino fundamental. Trata-se de um plano de ação como meio de potencializar a resistência à discriminação planejada, presente no currículo oficial das escolas públicas estaduais paulistas para os anos iniciais. A intenção é dotar a atuação docente de capacidade de respostas, tanto à engenharia de controle curricular exercido pelas agencias estaduais, quanto aos grupos excluídos pela tradição seletiva do currículo oficial. A proposta é de inspiração freireana aliada às reflexões dos estudos decoloniais, em virtude da sintonia que apresentam na crítica epistemológica à modernidade e seus valores eurocêntricos. / This study aimed to develop a proposal for intercultural planning through a didactic sequence directed to the fifth grade of elementary school. This is a plan for action as a means of enhancing the resistance to planned discrimination in the official curriculum of the São Paulo state public schools for the early years. The intention is to provide responses, both the curriculum of control engineering exercised by state agencies, the was groups excluded by the selective tradition of the official curriculum. The proposal is Freire's inspiration combined with the reflections of decolonial studies, because of the line presenting the epistemological critique of modernity and its Eurocentric values.

Abstract The thesis examines Finnish social workers’ understandings of racism. The research task is to view how professionals understand racism as a phenomenon, how they perceive social work’s role in relation to racialization and racism and how they understand the complex relationship between race and gender in the Nordic context. The data consists of two focus group interviews and three indepth interviews conducted with child welfare professionals. Qualitative content analysis is used as an analysis method. Anti-racist social work and intersectionality are presented as a theoretical framework in the thesis. Anti-racist social work is part of the tradition of anti-oppressive theory, where societal power structures are raised to the centre of attention. Race is understood as a socially constructed power hierarchy enabling privileged and oppressed positions. The concept of intersectionality refers to the similar nature of all power structures, where all forms of oppression are understood as mutually constructed. The findings suggest that racism is infrequently recognized in social work practices. The dominant approach in Finland emphasizes cultural competence, while the importance of anti-racism remains scarce. The gender equality discourse is especially strong in relation to immigration. Immigrant women are often portrayed as victims of their culture, and gendered violence is explained through culture. The thesis suggests that racism is rarely accounted as a cause when viewing problems in racialized families. Combining anti-racism and intersectionality while reinforcing critical reflection on social workers’ stance and privileges is proposed as a method for improving social work practice.

Indiana University-Purdue University Indianapolis (IUPUI) / Many Americans espouse “post-racial” conceptions of race and its role in children’s access to equitable learning opportunities; however, recent studies have illuminated the need to examine the ways in which “new” forms of institutionalized and interpersonal racism continue to hinder the schooling experiences of students in urban schools. Despite that students in urban schools are predominantly African American (27%) and Latinx (41%), the teaching force remains predominantly white (71%). Within these schools, white teachers’ lack of cultural competence and racial literacy marginalize students’ opportunities for social, emotional, and academic development and, thereby, foster racially hostile learning environments. However, cases of teachers in urban schools who create and sustain learning environments in which their students thrive socially, emotionally, and academically exist and need to be studied. This case study investigated the pedagogical beliefs and practices enacted by two highly regarded African American educators who created racially safe learning environments in two racially hostile urban elementary students. Ethnographic data was collected over a five-month period. Using constant comparative analysis within and across both cases, several significant findings emerged. Findings revealed how “new racism” manifested in the discourses, policies, and practices at both schools and, thus, illuminated the ways in which race marginalized not only the schooling experiences of African American and Latinx students, but their African American educators as well. Findings examined how each teachers’ pedagogical enactments aligned with the ideologies, beliefs, and practices associated with African American pedagogy and revealed how they fostered cultures of community, love, and achievement within their classrooms. Findings suggest that their culturally specific pedagogical beliefs and practices have the potential to create racially safe learning environments within, otherwise, racially hostile schools. Although African American pedagogical excellence is often relegated to discussions of practices needed to reach African American students, this study expands the knowledge base needed to center AAPE in discussions of best practices for teachers in urban schools. This study adds critical insights to discussions of race and its role in the schooling experiences and opportunities to learn in racially hostile urban schools.