A case-study in 'doing' anti-racism pedagogy
Aveling, N. and Hatchell, H. (2011) A case-study in 'doing' anti-racism pedagogy. In: McKenzie, B. and Fitzsimmons, P., (eds.) Exploring Interdisciplinary Trends in Creativity & Engagement. Inter-Disciplinary Press, Oxford, UK, pp. 15-27.
While many researchers have documented the presence of racism in education, the literature also suggests that the existence of racism tends to be denied and that, further, teachers are not well equipped to deal with the more covert expressions of racism. As teacher educators this is a concern that has led us to reconceptualize our curriculum. If future teachers are to engage their own students in anti-racism in a meaningful and constructive way to address the everyday racism that many of us take for granted, then they themselves must actively explore how their own racial identities have been shaped within a broader racist culture. When we say that we want to 'engage' students, what we want to do is to create a climate that allows them to move beyond intellectualising 'the problem' to actually connecting with racism in all its manifestations on a physical/emotional level. Thus, the aim of this paper is to tell the story of a group of twenty-three Australian teacher education students as they engaged in exploring the workings of prejudice and discrimination within the context of a simulation game designed to expose white privilege and to challenge racism at both the individual as well as the institutional level.
|Publication Type:||Book Chapter|
|Murdoch Affiliation:||School of Education|
|Copyright:||2010 Inter-Disciplinary Press|
|Item Control Page|