This collection traces the history of considerations of the meaning and importance of race and racism in education through a deep dive into the archives of the journal Educational Philosophy and Theory. It will inspire educators and scholars to further consider the significance of race and racism in education and research.
This collection traces the history of considerations of the meaning and importance of race and racism in education through a deep dive into the archives of the journal Educational Philosophy and Theory. It will inspire educators and scholars to further consider the significance of race and racism in education and research.
Liz Jackson is Professor of Education at the Education University of Hong Kong. She is also President of the Philosophy of Education Society of Australasia and the former Director of the Comparative Education Research Centre at the University of Hong Kong. Her interests are in philosophy of education, moral philosophy, and global studies. She is the author of Muslims and Islam in US Education: Reconsidering Multiculturalism (2014), Questioning Allegiance: Resituating Civic Education (2019) and Beyond Virtue: The Politics of Educating Emotions (2020). Michael A. Peters is Distinguished Professor of Education at Beijing Normal University and Emeritus Professor at the University of Illinois. He is the Executive Editor of the journal Educational Philosophy and Theory. His interests are in education, philosophy, and social policy, and he is the author of over 100 books, including The Chinese Dream: Educating the Future (2019), Wittgenstein, Education and Rationality (2020) and Wittgenstein: Antifoundationalism, Technoscience and Education (2020).
Inhaltsangabe
Introduction 1. Desire, Reason and Distributive Justice 2. Towards a Theoretical Framework for Understanding Social Justice in Educational Practice 3. Inserting the 'Race' Into Critical Pedagogy: An Analysis of 'Race-based Epistemologies' 4. Actions Following Words: Critical Race Theory Connects to Critical Pedagogy 5. After the Glow: Race Ambivalence and Other Educational Prognoses 6. Will They Ever Speak With Authority? Race, Post-coloniality and the Symbolic Violence of Language 7. Audience Matters: Teaching Issues of Race and Racism for a Predominantly Minority Student Body 8. Rethinking the History of Education for Asian-American Children in California in the Second Half of the Nineteenth Century 9. The Anti-Black Order of No Child Left Behind: Using Lacanian Psychoanalysis and Critical Race Theory to Examine NCLB 10. Interview With George Yancy, African-American Philosopher of Critical Philosophy of Race 11. Teaching Whiteness: A Dialogue on Embodied and Affective Approaches 12. My Journey Into the 'Heart of Whiteness' Whilst Remaining My Authentic (Black) Self
Introduction 1. Desire, Reason and Distributive Justice 2. Towards a Theoretical Framework for Understanding Social Justice in Educational Practice 3. Inserting the 'Race' Into Critical Pedagogy: An Analysis of 'Race-based Epistemologies' 4. Actions Following Words: Critical Race Theory Connects to Critical Pedagogy 5. After the Glow: Race Ambivalence and Other Educational Prognoses 6. Will They Ever Speak With Authority? Race, Post-coloniality and the Symbolic Violence of Language 7. Audience Matters: Teaching Issues of Race and Racism for a Predominantly Minority Student Body 8. Rethinking the History of Education for Asian-American Children in California in the Second Half of the Nineteenth Century 9. The Anti-Black Order of No Child Left Behind: Using Lacanian Psychoanalysis and Critical Race Theory to Examine NCLB 10. Interview With George Yancy, African-American Philosopher of Critical Philosophy of Race 11. Teaching Whiteness: A Dialogue on Embodied and Affective Approaches 12. My Journey Into the 'Heart of Whiteness' Whilst Remaining My Authentic (Black) Self
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