Educational inclusion/exclusion of Turkish immigrant youth in Vancouver,Canada: a critical analysis

This empirical research analyses an understudied population, Turkish immigrant youths' educational experiences of inclusion/exclusion in Vancouver. My information was gathered from in-depth interviews and participant observation with the first- and second-generation, Muslim and non-religious female and male Turkish immigrant youth from working and middle-class families. The findings of this study indicate that teachers' racism, linguicism and general Islamophobia are the factors of discrimination against Turkish immigrant youth in the education market. The findings suggest that cultural background, immigration status, class and religious affiliation are significant elements in students' relations to the school culture and their educational experiences of inclusion/exclusion in Canadian schools.     

杰克·伦敦笔下的中国

以批判弱肉强食的资本主义制度的作品而赢得中国读者喜爱的杰克·伦敦,也发表过不少描写中国和华人的作品,丑化华人形象,宣扬“白人至上”论和“黄祸”论。本文试图通过分析他的这类作品中的代表作,揭示杰克·伦敦笔下的中国形象所透露的种族主义思想,进而探索他这类作品赖以产生的社会文化土壤及其恶劣影响,以期加深我们对其作品的了解以及对作家本人思想的复杂性和矛盾性的全面认识。     

The Rise of the Creative Underclass

In this article, Tyler Denmead draws upon critical race theory to argue that the creative city discourse reproduces racial injustice for youth. In particular, the creative city invests in the property rights and profitability of whiteness by inscribing creative superiority on the bodies of young people who are more likely to be privileged by virtue of their race and class. Through evidence collected by both autoethnographic and ethnographic methods, Denmead discusses how his history as an arts educator has been entangled in the manifestation of this racist reconfiguration of urban space in one particular American city, Providence, Rhode Island. He discovered that the racial dynamics of the creative city discourse have productive power over how young people construct their identities and make life choices in this city and, further, that those dynamics operate in and through artist partnerships between those positioned as creatives and those positioned as troubled youth. As a result, Denmead argues that white arts educators, in particular, must disinvest themselves from notions of creativity that enhance the profitability and power of whiteness. This move requires advocating ceding land and resources that have been acquired through the creative city discourse and committing to reframing culture‐led urban renewal in terms of the economic and creative flourishing of communities of color.     

Racialised Education in Singapore

The Singapore education system plays a central role in the mythology of the young country’s nation building project. The education system is portrayed as the cradle of Singapore’s multiracialism, fostering racial harmony and understanding. Yet this historical study of primary school English textbooks from the 1970s to the present reveals that since the beginning of the 1980s they have been systemically designed in such a way that they evoke high levels of racial consciousness, and at their worst have displayed a pro-Chinese bias that has deprived non-Chinese children of inspiring role models. This study helps to explain the results of recent sociological research that has cast doubt on the effectiveness of the Singapore education system as an instrument for promoting racial harmony.     

Reproducing monocultural education: ethnic majority staff’s discursive constructions of monocultural school practices

This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we specifically investigate the role of ethnic majority staff in the reproduction of monocultural school practices through a discursive theoretical lens. The study advances the current literature on institutional racism by showing how situated meanings of monocultural school practices at the micro level of individuals are discursively inter-linked with the macro-level monocultural model of education.     

Racial Identity Theory and Peace Education: Tools for the Teacher In All of Us

As people develop a meaningful understanding of racism, they also experience shifts in their appraisals of self and others as members of an unfairly stratified society. Consistent with the premises of Helms' (1995) racial identity theory, these shifts can be explained as transformational processes that have relevance to matters of morality and peace advancement. Individuals who operate at advanced levels of racial identity development overcome the confinements inherent in a racism Zeitgeist and in so doing, learn to accept themselves and others more authentically. This theory can prove crucial to peace promotion in children because it espouses to nurture the integration of self within the broader spectrum of humanity. Educators who transform their selves can also transform their educational practices by disrupting cycles of socialization that adversely influence children's identity formation. They can also contribute to the creation of new structures of socialization. In this paper, I describe this theory and how it applies to peace education.     

乔安娜*伯顿的反种族主义

乔安娜·伯顿是福克纳的长篇杰作<八月之光>中一位主要人物.她把自己的一生都用来帮助、提升黑人,最后却被拒绝提升的"黑鬼"情人--小说主人公乔*克里斯玛斯杀害.解读乔安娜的种族观念有助于读者深刻理解文本主题,认识种族主义的强势与罪恶,对唤起包括美国白人在内的全社会的觉醒,改善黑人的生存状态,提高黑人的社会地位,消除种族主义并最终达到种族平等都有着不可估量的作用.     

Angry Anglos and aspirational Asians: everyday multiculturalism in the selective school system in Sydney

ABSTRACT

‘Asian whiz kids’ perfect test scores.’ ‘Selective schools and tiger parents.’ These types of headlines highlight the increased visibility of academically successful students from Asian migrant backgrounds, in Australia and other Western countries. They also point to anxiety about the perceived aggressive ‘tiger’ parenting often associated with Asian academic success. This paper focuses on the forms of everyday multiculturalism found in and around high-performing selective schools and classes in Sydney, Australia, almost all of which are dominated by Asian-Australian students. Drawing on interviews with parents and students from Anglo- and Asian-Australian backgrounds, it documents the different positionalities adopted by participants within these culturally diverse settings, including anger, aspiration and cosmopolitanism. This potentially volatile combination of approaches to diversity reveals some of the social consequences of neoliberal migration and education policies.     

“I Think About It All The Time”: A 12-Year-Old Girl’s Internal Crisis With Racism and the Effects on her Mental Health

I conducted an ethnographic study, situated within the conceptual framework of Critical Race Theory, which illustrates one child’s experiences with racism. The study was conducted in an urban after-school program, and explores issues of racism in both the school and community settings. Utilizing the storytelling aspect of Critical Race Theory, I explore the racial experiences of a 12-year-old African-American girl, and the dichotomous emotions of sadness and anger that emerge. I describe the risk to this child’s emotional well-being, and suggest a need within the mental health field to create a framework to deal with the trauma caused by racism. Amy L. Masko is affiliated with the Grand Valley State University. She is a professor of English Education, preparing pre-service teachers to teach elementary literacy. Dr. Masko’s research interests are in urban education, after school programs, and multicultural education. She is also an educational consultant in the area of diversity in education and literacy education. Address correspondence to Amy L. Masko, Grand Valley State University, 221 Lake Huron Hall Allendale, MI 49401; e-mail: maskoa@gvsu.edu