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.

No description available.

Thesis advisor: Andrew Miller / The purpose of this study is to investigate how Asian women educational leaders perceive their instructional leadership and the ways in which their racialized and gendered experiences impact their practices. This qualitative case study is anchored by the sympathetic instructional leadership framework that includes holding high expectations in a community context, keeping a focus on instruction, and managing critical negotiations with staff. This study was conducted in a predominantly white school district with stated goals for equity. Six semi-structured interviews were conducted with Asian women building leaders and education leaders. Additionally, a survey was conducted across the district about how race and gender during the pandemic and our nation’s reckoning have either posed obstacles or opened opportunities for anti-racist work. The qualitative evidence collected about instructional leadership navigation led to the emergence of three main themes: these leaders lead by empowerment and mobilization, they lead through racism, and they focus on adult learning for instructional leadership. While the district survey found a high rate of anti-racist preparation and study on the part of the participants, Asian women leaders conducted more critical negotiations with colleagues than those surveyed across the district. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

This study sought to investigate the efficacy of a professional development designed to equip teachers with antiracist practices and support them in developing an abolitionist mindset. The study was designed for white teachers. Participants of the study engaged in a 6-week course grounded in a constructivist learning theory, TLT, and centered around the text, We Want to Do More Than Survive by Love (2019). Participants also engaged with a variety of other texts and resources grounded in asset pedagogies. The sessions were participant-led and focused on cultivating the skills for antiracist teaching while cultivating a mindset grounded in abolition. The data gathered through surveys and a focus group revealed that some design elements, such as continued reflection, affinity space, and building community before engaging in critical dialogue, were found to be highly effective. Stages of development emerged as teachers moved from leveraging culturally responsive practices, to engaging antiracist practices, to critiquing systems of oppression. As teachers deepened their understanding of abolition, they became more aware of the implications of systemic racism in education, and how educators can play an active role in dismantling it. The current study, along with the growing body of research on asset pedagogies, could provide a road map for what effective asset pedagogy professional development could look like.

No description available.

In a field such as social work, where anti-oppressive practice is preached, it is expected that educators and the academy alike work to challenge xenophobic and Islamophobic discourse. However, this may not be the case. Using a Critical Social Science frameworks, this study explores the experience of Muslim women in social work education through a qualitative methodology. A focus group was conducted with current social work students and recent graduates to explore their experience in social work education. What emerged from the data are the signs of an academy that does not embody the values and ethics it purports to teach. Through a thematic analysis of the data, three main themes emerged: the tensions and challenges between and within social work education and Islamic knowledge and Muslim identity; the marginalization and erasure of Muslim women’s voices in social work education; and the ways that Muslim women students navigate these issues. The findings bring light to the challenges Muslim women face as a result of an academy that continuously tells them that they do not belong. Implications for theorists, educators, administrators and students are explored and recommendations are given regarding the importance of the inclusion of Muslim voices in the discourse, creating safe and inclusive spaces for Muslim students, and working collectively to address the tensions and challenges that Muslim women face in social work education. / Thesis / Master of Social Work (MSW)

A considerable amount of work has been written on race and education in the British context since the 1960s. This work has largely focused on policy issues, curriculum development and teacher training. This work has been important largely for developments in multicultural education in the school context. In Higher Education Institutions (HEIs), the teaching of race related modules and courses have flourished since the 1980s (Jacobs 2006). This interest, however, has not translated into work on praxis, that is, anti-racist teaching practices that aim to improve the situation that students and teachers face when challenging racism. This PhD study by publication begins to redress this by exploring student experiences and classroom dialogue. It adopts an interpretist methodological perspective and uses participant observation and interview methods. The observations and interviews are drawn from my classroom teaching, specifically, my modules dealing centrally with race and racism. Most of the writing around race and HEIs focuses on institutional matters rather than those that seek to enable praxis. The original contribution to knowledge advanced in this critical commentary and my published works submitted here is that it underlines the importance of anti-racism as it emerges organically within classroom engagement and exchange. Anti-racist practice, I claim, becomes fundamental to the learning process, where student experiences are first considered within the teaching process. This study focuses on students' learning experiences as found in my second and third level modules on the Sociology degree on which I teach at Wolverhampton University. My publications examine students' perspectives on racism as they arise in class. They explore student identities as they are experienced and classroom interaction. In this endeavour, I focus on the ways that Critical 5 Theory and Feminism and Critical Pedagogy can challenge students' prior perspectives on their identities and those of others. This work seeks to add to analyses of the ways that racism currently operates and could be challenged in HEIs. It argues that it can be challenged through more fully developing anti-racist educational practices that must engage with debates about ethnicity and identity in education, as discussed in Section One. This is because students’ lived experiences are core to an understanding of how racism impacts on students' lives. This commentary advances the argument that anti-racist debates in HEIs that organically evolve from classroom teaching and learning are paramount to the work of anti-racist education in HEi, because lived experience is seen to be powerful material that can counter mainstream discourse on racism. What is distinctive about my model of anti-racist teaching and learning practices is my anti-racist practice. This informs my academic work with students and encourages them to reconsider their thinking in classroom teaching and learning. The use of Critical Race Theory and Feminist theoretical and methodological approaches and Critical Pedagogy is central to my anti-racist teaching practices in HEis.

Teachers play a pivotal role in the production of discourse on race relations in education, yet few studies have researched the impact of white teacher identity construction as a variable in the creation and maintenance of racial ideologies, particularly here in Canada. The majority of the current research done on racism in schools has produced data that points to the widespread denial of racism by the majority of white teachers and students, while parents, teachers and students of color acknowledge the pervasive role racism plays in their educational and social lives. While the focus on institutional and systemic racism is important, it sometimes denies the role individuals play in the reproduction of racism and in our ability to make change. For these reasons, it is critical to consider the identity constructions of white teachers, as these constructions will influence how we interpret and respond to existing racial inequalities in education. <p>This research will draw from poststructural theories of discourse analysis in order to analyze how white teacher identity constructions of innocence are reproduced in an education system where racial inequalities are pervasive and systemic. Discourse analysis and deconstruction are important in understanding the way our subjectivity as white teachers continues to be produced and maintained.<p>This study takes place in the Prairie region, where Aboriginal people have been produced as the racial Other historically. Using an open-ended questionnaire, in-service, and focus group method, this research study invites educators to narrate their own perceptions of racism in schools. The collection and analysis of this data begins to address the theoretical gap in academic knowledge on teacher perceptions of racism in education.