Sidelines and separate spaces: making education anti-racist for students of color
Sidelines and separate spaces: making education anti-racist for students of color
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DOI：
10.1080/13613324.2010.492135
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发表时间：
2010-01-01
影响因子：
2.5
通讯作者：
Blackwell, Deanna M.
中科院分区：
文献类型：
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作者：
Blackwell, Deanna M.
目前反种族主义教育的概念化和实践方式对有色人种学生没有什么好处。通过使用白理论和身份和差异的政治，许多教育工作者已经开发出教学干预措施，关注使白色学生意识到种族主义和白色特权，并检查种族身份政治对课堂互动的影响。他们对身份政治、白人和白色学生的关注破坏了他们为所有学生培养反压迫教育环境的目标。因此，在理论和实践中，有色人种的学生往往被边缘化，或者他们的个人故事被用来使白色学生和白色教育者受益。这一领域的学者和实践者没有充分考虑对有色人种学生进行什么样的反种族主义教育。在本文中，我讲述了我自己的经验，作为一个黑人女研究生的一种方式“回嘴”的教学意图和反种族主义课堂令人失望的现实之间的脱节。我确定的教学障碍，从定位的颜色作为一个中心的教育关注的学生，他们的白色同学，并认为，反种族主义的教育工作者必须重新审视他们的原则和做法，从学生的颜色。最后，我转向黑人女权主义观点理论，讨论种族隔离空间作为一种教学干预的重要性，这种干预可以使有色人种学生的教育成为反种族主义的。
The way in which anti-racist education is currently conceptualized and practiced holds very few benefits for students of color. By using whiteness theory and the politics of identity and difference, many educators have developed pedagogical interventions that are concerned with bringing white students into a consciousness about racism and white privilege, and examining the effect of racial-identity politics on classroom interactions. Their aim to cultivate an anti-oppressive educational environment for all students is undermined by their preoccupation with identity politics, whiteness and white students. Thus, in both theory and practice, students of color are often rendered invisible on the sidelines or their personal stories are used to benefit white students and white educators. Scholar-practitioners in this field have not adequately considered what counts as anti-racist education for students of color. In this paper, I tell stories about my own experiences as a black woman graduate student as a way of 'talking back' to the disjunctures between pedagogical intentions and the disappointing realities of anti-racist classrooms. I identify the pedagogical obstacles that block instructors from positioning students of color as a central educational concern alongside their white classmates, and argue that anti-racist educators must reexamine their principles and practices from the standpoint of students of color. Finally, I turn to black feminist standpoint theory to discuss the importance of racially separate spaces as a pedagogical intervention that can make education anti-racist for students of color.