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Racism and education in Britainaddressing structural oppression and the dominance of whiteness /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Racism and education in Britainby Gill Crozier.
其他題名:	addressing structural oppression and the dominance of whiteness /
作者:	Crozier, Gill.
出版者:	Cham :Springer International Publishing :2023.
面頁冊數:	xviii, 284 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Racism in educationGreat Britain.
電子資源:	https://doi.org/10.1007/978-3-031-18931-9
ISBN:	9783031189319$q(electronic bk.)

Racism and education in Britainaddressing structural oppression and the dominance of whiteness /
Crozier, Gill.

Racism and education in Britainaddressing structural oppression and the dominance of whiteness /[electronic resource] :by Gill Crozier. - Cham :Springer International Publishing :2023. - xviii, 284 p. :ill., digital ;24 cm. - Palgrave studies in race, inequality and social justice in education,2524-6348. - Palgrave studies in race, inequality and social justice in education..

Chapter 1. Introduction: Racism in 21st century Britain - Like a Pendulum Swinging -- Chapter 2. Racism: History, Theories and Concepts -- Chapter 3. Reflexivity and the Role of the White Researcher in the Field of 'Race', Anti/Racism and Education -- Chapter 4. 'Race', Policies, Politics: Managing Diversity -- Chapter 5. From Policy to Practice. Teaching and the Curriculum: The Process of Racialisation and Othering -- Chapter 6. Reproducing Racism and Maintaining White Supremacy: Experiences in School and University -- Chapter 7. Blinded by Whiteness. Problems and Possibilities for Teachers in the Fight Against Racism and White Supremacy -- Chapter 8. Defend, Rescue and Protect: Parents as Social Agents -- Chapter 9. Conclusion: Anti-racism or Post-race - Where Are We Now in the Struggle Against Racism?

This book is concerned with racism and education in Britain. It aims to seek greater understanding of the nature and endurance of racism within education practice in the 21st century and to examine the relationship between racism and the educational experiences and outcomes of many Black, Asian and Minority Ethnic (BAME) children and young people, with reference to school and university. Employing Critical Race Theory, Critical Whiteness Theory and Intersectionality, this structural analysis traces the historical and contemporary development of racism in education. White privilege and White supremacy, it is argued, are central to the perpetuation of racism and the failure to either understand or recognise the systemic nature of racial oppression. The book focuses on Britain, but the analysis locates racism as a global phenomenon. In spite of decades of policies on 'race' equality in Britain, BAME children and young people continue to be discriminated against and are failed by the education system. Applying a theoretical analysis of racism and White supremacy and privilege to an examination of government policies and research in schools and universities, the nature and extent of racism is revealed in the educational experiences of young people. Gill Crozier is Emerita Professor of the Sociology of Education at the University of Roehampton, UK. She was formerly Director of the Centre for Educational Research in Equalities, Policy and Pedagogy. She has researched and published on 'race' and racism, parents and schools, children's school experiences, and students social and learning experiences in higher education.

ISBN: 9783031189319$q(electronic bk.)

Standard No.: 10.1007/978-3-031-18931-9doiSubjects--Topical Terms:

462742
Racism in education
--Great Britain.

LC Class. No.: LC212.3.G7

Dewey Class. No.: 371.82900941

Racism and education in Britainaddressing structural oppression and the dominance of whiteness /
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505 0 $a Chapter 1. Introduction: Racism in 21st century Britain - Like a Pendulum Swinging -- Chapter 2. Racism: History, Theories and Concepts -- Chapter 3. Reflexivity and the Role of the White Researcher in the Field of 'Race', Anti/Racism and Education -- Chapter 4. 'Race', Policies, Politics: Managing Diversity -- Chapter 5. From Policy to Practice. Teaching and the Curriculum: The Process of Racialisation and Othering -- Chapter 6. Reproducing Racism and Maintaining White Supremacy: Experiences in School and University -- Chapter 7. Blinded by Whiteness. Problems and Possibilities for Teachers in the Fight Against Racism and White Supremacy -- Chapter 8. Defend, Rescue and Protect: Parents as Social Agents -- Chapter 9. Conclusion: Anti-racism or Post-race - Where Are We Now in the Struggle Against Racism?
520 $a This book is concerned with racism and education in Britain. It aims to seek greater understanding of the nature and endurance of racism within education practice in the 21st century and to examine the relationship between racism and the educational experiences and outcomes of many Black, Asian and Minority Ethnic (BAME) children and young people, with reference to school and university. Employing Critical Race Theory, Critical Whiteness Theory and Intersectionality, this structural analysis traces the historical and contemporary development of racism in education. White privilege and White supremacy, it is argued, are central to the perpetuation of racism and the failure to either understand or recognise the systemic nature of racial oppression. The book focuses on Britain, but the analysis locates racism as a global phenomenon. In spite of decades of policies on 'race' equality in Britain, BAME children and young people continue to be discriminated against and are failed by the education system. Applying a theoretical analysis of racism and White supremacy and privilege to an examination of government policies and research in schools and universities, the nature and extent of racism is revealed in the educational experiences of young people. Gill Crozier is Emerita Professor of the Sociology of Education at the University of Roehampton, UK. She was formerly Director of the Centre for Educational Research in Equalities, Policy and Pedagogy. She has researched and published on 'race' and racism, parents and schools, children's school experiences, and students social and learning experiences in higher education.
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