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Autor/inFlecha, Ramon
TitelModern and postmodern racism in Europe: dialogic approach and anti-racist pedagogies.
QuelleIn: Harvard educational review, 69 (1999) 2, S. 150-171Infoseite zur ZeitschriftVerfügbarkeit 
BeigabenLiteraturangaben 52
Spracheenglisch; englische Zusammenfassung
Dokumenttypgedruckt; Zeitschriftenaufsatz
ISSN0017-8055
SchlagwörterErziehung; Postmoderne; Ethnozentrismus; Dialog; Erziehung; Europa; Ethnozentrismus; Rassismus; Postmoderne; Antirassismus; Antirassismus; Rassismus; Dialog; Foucault, Michel; Freire, Paulo; Habermas, Jürgen; Europa
AbstractTha article discusses the growth of racism in modern- day Europe and the challenges it poses for education and educators. The author distinguishes between two kinds of racism: an older, modern racism and a newer, postmodern racism. The former is based on arguments of inequality and the existence of inferior or superior ethnicities and races. The latter holds that ethnicities and races are neither inferior nor superior; they are merely different. It emphasizes the impossibility of equitable dialogue among different races and ethnicities to establish common rules for living together. Although a tradition of anti-racist education exists in Europe, educators do often not have the intellectual and educational tools to combat this form of racism. The author suggests that educators have tried to combat racism by developing anti-racist pedagogies that use the relativist approach ... . He argues that this approach ... actually promotes postmodern racism. Drawing from works of dialogic theorists such as Paulo Freire and Jürgen Habermas, the author recommends instead that educators use the dialogic approach, which emphasizes the need for equal rights among all people, to develop effective anti-racist pedagogics that can deal simultaneously with both forms of racism. (DIPF/orig.)
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2003_(CD)
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