Advertisement

A Prism of Educational Research and Policy: Anti-Racism and Multiplex Oppressions

  • George J. Sefa Dei
Chapter
Part of the Explorations of Educational Purpose book series (EXEP, volume 27)

Abstract

This chapter amplifies the necessity of educational research to come to understand the everyday moments of oppression by asking how we can rehumanize research and policy endeavors. Situating the discussion in the author’s experiences in collaborating to open up an African-centered school in Toronto, the chapter urges research and policy to be grounded in the communities most affected by the knowledge production of research and the decisions made in policy. In these ways, the chapter challenges the status quo foundations that support hierarchies of difference, which divide our communities and encourage asymmetrical access to power and privilege, by amplifying the counter-hegemonic possibilities of anti-racism education.

Keywords

Black Youth Critical Race Theory Alternative School Academic Credibility Racial Hierarchy 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgments

I want to thank my coeditor Mairi McDermott for reading through and commenting on a draft of my chapter. This chapter also borrows heavily from some of my earlier writings.

References

  1. Adichie, C. (2009). The danger of a single story [Video file]. Retrieved from http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html
  2. Archer, L., & Yamashita, H. (2003). Theorizing inner-city masculinities: ‘Race’, class and gender and education. Gender and Education, 15(2), 115–132.CrossRefGoogle Scholar
  3. Batacharya, S. (2010). Life in a body: Counter-hegemonic understanding of violence, oppression, healing and embodiment among young South Asian women. Unpublished Ph.D. dissertation, OISE/UT.Google Scholar
  4. Brathwaite, K., & James, C. (Eds.). (1996). Educating African Canadians. Toronto: John Lorimer.Google Scholar
  5. Brewer, R. M. (1993). Theorizing race, class and gender: The new scholarship of Black feminist intellectuals and Black women’s labour. In S. James & A. Busia (Eds.), Theorizing Black feminisms (pp. 13–30). New York: Routledge.Google Scholar
  6. Collins, P. H. (1993). Towards a new vision: Race, class, and gender as categories of analysis and connection. Race, Sex and Class, 1, 25–45.Google Scholar
  7. Daniel, B., & Yearwood, M. (2002). African-Canadian women’s bodies as sites of knowing and no-ing. In S. Abbey (Ed.), Ways of knowing in and through the body: Diverse perspectives on embodiment. Welland: SOLEIL.Google Scholar
  8. Dei, G. J. S. (1993). Narrative discourses of Black parents and the Canadian public school system. Canadian Ethnic Studies, 25(3), 45–65.Google Scholar
  9. Dei, G. J. S. (1995). Examining the case for African-centred schools in Ontario. McGill Journal of Education, 30(2), 179–198.Google Scholar
  10. Dei, G. J. S. (1996). Anti-racist education: Theory and practice. Halifax: Fernwood.Google Scholar
  11. Dei, G. J. S. (1999). Knowledge and politics of social change: The implication of anti-racism. British Journal of Sociology of Education, 20(3), 395–409.CrossRefGoogle Scholar
  12. Dei, G. J. S. (2008). Racists beware: Uncovering racial politics in contemporary context. Rotterdam: Sense Publishers.Google Scholar
  13. Dei, G. J. S. (2013). Critical reflections on African-Canadian education (forthcoming).Google Scholar
  14. Dei, G. J. S., & Johal, G. (Eds.). (2005). Critical issues in anti-racist research methodologies. New York: Peter Lang.Google Scholar
  15. Dei, G. J. S., & Delaney, L. O. (2013). Violence and the interstices of difference: Working with[in] and around Fanon (forthcoming).Google Scholar
  16. Dei, G. J. S., & Kempf, A. (2013). New perspectives on African-centred education in Canada. Toronto: Canadian Scholar’s Press.Google Scholar
  17. Fanon, F. (1963). The wretched of the earth. New York: Grove Press.Google Scholar
  18. Fanon, F. (1967). Black skin, White masks. New York: Grove Press.Google Scholar
  19. Fine, M. (1994). Working the hyphens: Reinventing self and other in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 70–82). Thousand Oaks: Sage.Google Scholar
  20. Friedland, R., & Alford, R. R. (1991). Bringing society back in: Symbols, practices, and institutional contradictions. In W. W. Powell & P. J. DiMaggio (Eds.), The new institutionalism in organizational analysis (pp. 232–263). Chicago: University of Chicago Press.Google Scholar
  21. Goldberg, D. (2002). The racial state. Malden: Blackwell Publishers.Google Scholar
  22. Guinier, L. (2004). From racial liberalism to racial literacy: Brown v. Board of Education and the interest-divergence dilemma. The Journal of American History, 91(1), 92–118.CrossRefGoogle Scholar
  23. Hall, S. (1989). Ethnicity: Identity and difference. Radical America, 23(4), 9–22.Google Scholar
  24. Hall, S. (1991). Old and new identities: Old and new ethnicities. In A. King (Ed.), Culture, globalization and the world-system (pp. 41–68). New York: State University Press.CrossRefGoogle Scholar
  25. Hall, S. (1992). The question of cultural identity. In S. Hall, D. Held, & T. McGrew (Eds.), Modernity and its futures. Milton Keynes: Open University Press.Google Scholar
  26. Howard, P. S. (2009). The double-edged sword: A critical race africology of collaborations between Blacks and Whites in racial equity work. Unpublished Ph.D. dissertation, Department of Sociology and Equity Studies in Education, UT/OISEGoogle Scholar
  27. Johal, G. (2009). Colonialism, modernity and the racist state. Unpublished Ph.D. Comprehensive Exam Paper. OISE/UT.Google Scholar
  28. Levine-Rasky, C. (2009). Written commentary in an external appraisal of a Ph.D. dissertation at the Department of Sociology and Equity Studies in Education, Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).Google Scholar
  29. Lorde, A. (1984). The master’s tools will never dismantle the master’s house. In Sister outsider: Essays and speeches. Berkeley: Ten Speed Press.Google Scholar
  30. McCready, L. (2008). Personal communication. Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).Google Scholar
  31. McDermott, M., & Simmons, M. (2013). Embodiment and the spatialization of race. In G. J. S. Dei & M. Lordan (Eds.), Contemporary issues in the sociology of race and ethnicity: A critical reader (pp. 153–168). New York: Peter Lang.Google Scholar
  32. Omi, W., & Winant, H. (1993). On the theoretical concept of race. In C. McCarthy & W. Crichlow (Eds.), Race, identity, and representation in education (pp. 3–10). New York: Routledge.Google Scholar
  33. Razack, S. (Ed.). (2002). Race, space and the law: Un-mapping a White settler society. Toronto: Between the Lines.Google Scholar
  34. Royal Commission on Learning. (1994). For the love of learning. Toronto: Royal Commission on Learning.Google Scholar
  35. Said, E. (1994). Culture and imperialism. New York: Vintage Books.Google Scholar
  36. Smith, L. T. (1999). Decolonizing methodologies: Research and Indigenous peoples. London: Zed Books.Google Scholar
  37. Smith, A. (2006). Heteropatriarchy and the three pillars of White supremacy. In Incite! Women of Color Against Violence (Ed.), Color of violence: The incite! anthology (pp. 66–73). Cambridge, MA: South End Press.Google Scholar
  38. Titchkosky, T. (2007). Pausing at the intersections of difference. In Reading and writing disability differently: The textured life of embodiment. Toronto: University of Toronto Press.Google Scholar
  39. Working Group. (1992). Towards a new beginning. Toronto: Working Group.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Ontario Institute for Studies in Education (OISE)University of TorontoTorontoCanada

Personalised recommendations