Journal Article

Troubling National Discourses in Anti-Racist Curricular Planning

Schick, Carol, St. Denis, Verna

2005

Overview

The narrative of the Canadian prairie context is invested in intercultural relations that privilege whiteness and marginalize Aboriginal people and other social minorities. We maintain that anti-oppressive curriculum on the Canadian prairies must examine how racial identifications are constructed through commonplace national discourses. A curriculum that is anti-oppressive needs to examine the production of racial identifications, including the construction of whiteness in a Canadian context, where racism often exists in denial. Without a critical race analysis, the \"celebration of diversity\" and other popular narratives have every possibility of reinforcing relations of domination. (DIPF/Orig.).

• Publisher: Canadian Society for the Study of Education,Canadian Society for the Study of Education (CSSE), Suite 204
• Subject: Antirassismus / Canada / Cultural Differences / Cultural Pluralism / Cultural relations / Curricula / Curriculum / Curriculum Development / Education / Educational Practices / Erziehung / Ethnicity / Ethnische Erziehung / Ethnische Minderheit / Foreign Countries / Geographic Location / History instruction / Indigenous Populations / Interkulturelle Kommunikation / Kanada / Migration Patterns / Minority Groups / Multicultural Education / Multiculturalism / Normativity / Preservice Teacher Education / Preservice Teachers / Race relations / Racial Bias / Racial Differences / Racial Discrimination / Racial Identification / Racial identity / Racial Relations / Racism / Self Actualization / Social Attitudes / Social Class / Teacher Improvement / Teachers / White people / Whiteness studies / Whites