In my previous post I shared two resources that helped me to examine my beliefs about race and other identity markers as an initial step towards becoming an anti-racist educator. I also shared those resources in the hope that they could be of use to others who are also striving to become anti-racist educators. In this post I’ll share another resource that guided me in taking another step towards becoming an anti-racist educator. Again, with the hope that the resource may be of use to others.
In the second chapter of the book Anti-Racism Education: Theory and Practice, Canadian/Ghanian scholar George Dei outlines 11 basic principles of anti-racism education to help readers in their work towards effecting systematic change in relation to racism and other interlocking forms of social oppression. Some of the principles Dei outlines include, recognizing the social effects of race despite the concept’s lack of scientific basis. Recognizing that one cannot understand the full social effects of race without examining how race intersects with other forms of social oppression, such as gender, class, and ability. Interrogating white male power and privilege, and the rationality for their dominance in society. Problematizing the marginalization of certain voices and delegitimatizing the knowledge and experience of minorized groups in education systems. Acknowledging the traditional role of the education system in producing and reproducing racial, gender, sexual, and class-based inequities in society.
What I found useful about the principles outlined in this chapter, were that they provided a list of essential considerations for employing anti-racist practices when teaching along with a clear rational for each principle. For example, the first principle of anti-racism education focuses on recognizing the social effects of race, despite the concept’s lack of scientific basis. Following this statement, Dei goes on to explain that there are powerful social meanings associated with race which have real consequence to human lives that can be seen in how some human lives are more respected and valued over others. Therefore, to employ anti-racist practices one must recognize that human beings with minoritized racial identities have different social experiences primarily due to the colour of their skin and that those social experience may be harmful or jeopardize their overall safety and well-being. To combat systems and structures that allow inequities and injustices to exist we must learn to respect others who look like us and those that are different and normalize different ways of knowing and being in the world.
In my work with students and other educators, I often use books written by diverse authors, current events, and policies as entry points for conversations about race, racism, and anti-racism. I find the use of texts provides a way to facilitate discussions about race related issues and gets students and educators to think critically about race, racism, and anti-racism, with the goal that discussions lead to actions that support the creation of more equitable and just communities for all.
To conclude, while I have shared some resources and insights in this and my previous two posts regarding my work towards becoming an anti-racist educator, I would be remiss if I failed to acknowledge the reality that anti-racism work is contextual, nuanced, challenging, and messy. Meaning, while I’ve committed to doing anti-racist work by striving to become more anti-racist in my thoughts and practices, I still make mistakes. Mistakes are part of the work. Yet, learning from experiences, striving to avoid the mistakes of the past, and continuing to do the work is what I believe to be most important and what I strive to do and encourage others committed to anti-racism work do as well.
Also see:
Striving to Become an Anti-Racist Educator Part I: A Call to Action
Striving to Become an Anti-Racist Educator Part II: The Importance of Self-Examination
