Literaturnachweis - Detailanzeige
| Autor/inn/en | Schick, Carol; St. Denis, Verna |
|---|---|
| Titel | Troubling National Discourses in Anti-Racist Curricular Planning. |
| Quelle | In: Canadian journal of education, 28 (2005) 3, S. 295-317Infoseite zur Zeitschrift
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| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
| ISSN | 0380-2361; 1918-5979 |
| Schlagwörter | Erziehung; Interkulturelle Kommunikation; Ethnische Erziehung; Curriculum; Antirassismus; Ethnische Minderheit; Kanada |
| Abstract | The narrative of the Canadian prairie context is invested in intercultural relations that privilege whiteness and marginalize Aboriginal people and other social minorities. We maintain that anti-oppressive curriculum on the Canadian prairies must examine how racial identifications are constructed through commonplace national discourses. A curriculum that is anti-oppressive needs to examine the production of racial identifications, including the construction of whiteness in a Canadian context, where racism often exists in denial. Without a critical race analysis, the "celebration of diversity" and other popular narratives have every possibility of reinforcing relations of domination. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2006/4 |
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