A review of the policy of anti-racist education that has been introduced in Ontario, Canada.
Written in 2007; 3,473 words; 14 sources; MLA; $ 97.95
Paper Summary:
This paper discusses the concept of anti-racist education that has been introduced in Ontario, Canada. It describes the historical context of the policy and discusses the possible positive and negative outcomes of adhering to it. The paper argues that school leaders need to do more than adhere to policy guidelines or the adages of public interest groups working to end racism's sway in society. Instead, the paper contends that school leaders must be able to approach anti-racist education creatively and in a manner that respects and encourages student and staff interest in difference while also stressing the reality of racism or discrimination.
Table of Contents:
Introduction
Understanding the Historical Context
Racial 'Identity'
Proactive and Constructive School Cultures
Canadian Variations
Who is Responsible for Racism?
Generating a School Culture
Anti-racism and Multiculturalism
Concluding Remarks
From the Paper:
"Anti-racism and anti-racist education should be operative ideals promoting a dynamic or spirit, within school settings, beyond a mere ideology of anti-racism. The term of 'inter-racism' mentioned earlier may be helpful towards a vision of desired diversity that is respectful and appreciative in its philosophy and idea of civil society. Educators, as ever, need to lead by example, and should engage in outreach to the surrounding community in ways providing information and activities to explain what a school promotes in its particular culture. Attention to specific histories is conducive to recognition, expanding anti-racism well beyond sloppy notions of 'white' or 'mainstream' versus the non-white or 'marginal', all the while cultivating a sensitivity to difference that may shape opportunity and life experience."
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