Moving the Needle: (Re)Imagining Antiracist Education for Our Children

Autor/inn/en	Salem, Wesam M.; Tillis, Gina E.
Titel	Moving the Needle: (Re)Imagining Antiracist Education for Our Children
Quelle	In: Multicultural Perspectives, 23 (2021) 3, S.167-172 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salem, Wesam M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2021.1982365
Schlagwörter	Racial Bias; Social Justice; Educational Practices; Public Schools; Ethnocentrism; Cultural Background; Ethnography; Autobiographies; Vignettes; COVID-19; Pandemics; Culturally Relevant Education; History Instruction; African American History + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Soziale Gerechtigkeit; Bildungspraxis; Public school; Öffentliche Schule; Ethnozentrismus; Ethnografie; Autobiography; Autobiografie; Autobiographie; History lessons; Geschichtsunterricht
Abstract	The COVID-19 pandemic has shed light on the vast social-psychological, economic, and political inequities in our society. Education has become even more important than before to counter systemic oppression and institute justice. Parents, students, and educators are thrown into chaos where opportunity and access are diminished and dissipated. This essay reports on critical conversations between two mothers who are teacher-scholars whose children were subjected to the subtle but profound practices of othering in public schools. Using vignettes, we interrogate and (re)think the taken-for-granted Eurocentric approaches to education that arguably marginalized our children and insidiously masked their cultural heritage. We engage in auto-ethnographic narrative inquiry to capture how we, as social beings, live in relation to those whose words and actions impact us and shape our existence. We share four vignettes about our struggles with difference, othering, dismissal, and alienation: (1) "Thank You for Your Email"; (2) It takes quite a bit; (3) We can do more!; and (4) Our History, Our Existence, Redacted. This essay offers narratives that are contextual, temporal, partial, and becoming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01