Skip to main content
SpringerLink
Log in

Re-Centering Race in the Classroom

Dominant Ideologies in Educational Spaces and Their Implications for Youth Identity Formation

  • Chapter
New Framings on Anti-Racism and Resistance

Abstract

Appadurai reviews how the colonial imposition of hegemonic ideologies within educational spaces and the dominant historical-social constructions of race they embody, can work to perpetuate the continued alienation of Blackness and/or colour. This estrangement comes to accord particular governance on the everyday lives of young racialized bodies, by which the processes of meaning-making and identity formation of non-White students is constituted through an epistemic violence.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Adjei, P. B. (2013). When blackness shows up uninvited: Examining the murder of Trayvon Martin through fanonian racial interpellation. In G. J. S. Dei & M. Lordan (Eds.), Contemporary issues in the sociology of race and ethnicity: A critical reader. New York, NY: Peter Lang.

    Google Scholar 

  • Apple, M. (1999). The absent presence of race in educational reform. Race, Ethnicity and Education, 2(1), 9–16.

    Article  Google Scholar 

  • Banks, J. (1993). The Canon debate, knowledge construction, and multicultural education. Educational Researcher, 22(5), 4–14.

    Article  Google Scholar 

  • Dei, G. J. S. (1998). Race and the production of identity in the schooling experiences of African-Canadian youth. Discourse, 18(2), 241–257.

    Google Scholar 

  • Dei, G. J. S. (1998). Why write back?: The role of Afrocentric discourse in social change. Canadian Journal of Education, 23(2), 200–208.

    Article  Google Scholar 

  • Dei, G. J. S. (2011). In defense of official multiculturalism and recognition of the necessity for critical anti-racist education. Canadian Issues. (A special issue on: “Diversity and Education for Liberation: Realities, Possibilities and Problems”. Edited by Ghosh, R. and K. McDoough), (Spring Issue), 15–19.

    Google Scholar 

  • Dei, G. J. S., & Doyle-Wood, S. (2006). Is we who Haffi Ride Di Staam: Critical knowledge/multiple knowings: Possibilities, challenges and resistance in curriculum/cultural contexts. In Y. Kanu (Ed.), Curriculum as cultural practice: Postcolonial imaginations (pp. 151–180). Toronto: University of Toronto Press.

    Google Scholar 

  • Fanon, F. (1967). Black skin, White masks: The experiences of a Black man in a White world. New York, NY: Grove Press.

    Google Scholar 

  • Foucault, M. (1977). Discipline and punish: The birth of the prison. New York, NY: Vintage.

    Google Scholar 

  • hooks, b. (1997). Representing whiteness in the Black imagination. In R. Frankenberg (Ed.), Displacing Whiteness (pp. 338–364). London: Duke University Press.

    Google Scholar 

  • Lopez, I. J. (1995). The social construction of race. In R. Delgado (Ed.), Critical race theory: The cutting edge (pp. 163–177). Philadelphia, PA: Temple University Press.

    Google Scholar 

  • Lund, D. (1998). Social justice and public education: A response to George J. Sefa Dei. Canadian Journal of Education, 23(2), 191–199.

    Article  Google Scholar 

  • Omi, M., & 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, NY: Routledge.

    Google Scholar 

  • Perea, J. F. (1997). The Black/White binary paradigm of race: The normal science of American racial thought. California Law Review, 85(5), 1214–1258.

    Article  Google Scholar 

  • Razack, S. (2002). Race, space, and the law: Unmapping a White settler society. Toronto: Between the Lines.

    Google Scholar 

  • Simpson, J. (2006). Racism is not a theory: Racism matters in the classroom. In I have been waiting: Race and higher education (pp. 155–196). Toronto: University of Toronto Press.

    Google Scholar 

  • Verna St. Denis. (2007). Aboriginal education and anti-racist education: Building alliances across cultural and racial identity. Canadian Journal of Education, 30(4), 1068–1092.

    Article  Google Scholar 

  • Wane, N. (2003). Anti-racism in teacher education. In G. Dei & N. Wane (Eds.), Orbit [Special Issue], 33(3), 6–9.

    Google Scholar 

Download references

Authors
  1. Raagini Appadurai
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Toronto, Canada

    Ayan Abdulle

  2. University of Toronto, Canada

    Anne Nelun Obeyesekere

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Appadurai, R. (2017). Re-Centering Race in the Classroom. In: Abdulle, A., Obeyesekere, A.N. (eds) New Framings on Anti-Racism and Resistance. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-950-8_5

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-950-8_5

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-950-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation