首页>
外文期刊>Journal of Curriculum Studies
>âYouâve got to teach people that racism is wrong and then they wonât be racistâ: Curricular representations and young peopleâs understandings of âraceâ and racism
【24h】
âYouâve got to teach people that racism is wrong and then they wonât be racistâ: Curricular representations and young peopleâs understandings of âraceâ and racism
This paper critically examines the discursive (mis) representation of âraceâ and racism in the formal curriculum. Combining qualitative data derived from interviews with 35 young people who were enrolled in a Dublin-based, ethnically diverse secondary school, with a critical discursive analysis of 20 textbooks, the paper explores parallels between young peopleâs understandings of âraceâ and racism and curricular representations of these constructs. It is argued that the formal education system reinforces, rather than challenges, popular theories of racism, and endorses the ideological framework of colour-blind racism by providing definitions and explanations which individualize, minimize, and naturalize racism. The analysis centres on four major inter-related themes: (1) the individualization of racism; (2) the attribution of racism to difference; (3) the role of narratives of denial and redemption in the construction of an âanti-racistâ state; and (4) the reification of âraceâ. The final section of the paper seeks to synthesize some of the broader political and ethical consequences and ideological effects of dominant discourses on âraceâ and racism, and offers some concrete illustrations of how âraceâ and racism could be re-narrativized in schools.View full textDownload full textKeywordsracism, anti-racism, discourse analysis, curriculum, youthRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/00220272.2012.699557
展开▼