What's missing? Anti-racist sex education!

Contemporary sexual health curricula in Canada include information about sexual diversity and queer identities, but what remains missing is any explicit discussion of anti-racist sex education. Although there exists federal and provincial support for multiculturalism and anti-racism in schools, contemporary Canadian sex education omits crucial anti-racist work, and foundational anti-racist education frameworks are silent about the sex education curriculum. To show how race is discussed in sex education, a content analysis based on a keyword search of Ontario public secondary school health provincial curricula and federal sex education policy was conducted. English language curricula created within the same nine-year range (1999–2008) were selected from Ontario and Canada to maximise the congruency of politics and country of origin. Content analysis findings point to major deficiencies and provide the basis for future anti-racist sex education policy recommendations. As anti-racism critically examines the institution of education, and sexual health curricula are an increasingly politicised example of potentially transformative education, anti-racism must be incorporated into future sex education work.     

On Canadian’s Multiculturalism in the Late 20th Century

In 1971 the government of Canada adopted the policy of multiculturalism. Since then Canada has become the first western country to announce and implement an official policy of multiculturalism. While it is not easy to achieve this policy. The policies seem just to strengthen the racial consciousness in some extent, and the immigrant groups have to tackle the problem of how to fuse into the Canadian culture. Multiculturalism will have a bright future only if it would experience constant adjustment and improvement.     

Institutional racism and anti-racism in teacher education: perspectives of teacher educators

This paper focuses on the issue of institutional racism in the Irish education system. Drawing on insights from Critical Race Theory, the views of a sample of teacher educators in the Republic of Ireland were sought in relation to the existence of institutional racism in the Irish post-primary system and the extent to which anti-racism permeates teacher education programmes. Findings suggest the need for a form of deep engagement with anti-racism issues in the education of student teachers and the difficulties of doing so in the current structure of the Postgraduate Diploma in Education.     

A Journey of Freedom-seeking-A Character Analysis of The Adventure of Huckleberry Finn

The thesis analyzes and comments on the two main characters in The Adventure of Huckleberry Finn so as to reveal the truth that to win both physical and psychological freedom in the society, we must le...     

Ambivalence to action: Addressing systemic racism in counselor education

Citing the ongoing and urgent need within counselor education to confront and disrupt systemic racism within the profession, we present how professional counseling has been both ambivalent to racism and enacted systematically racist policies against Black and other racially marginalized people. We share selected milestones in the profession's evolution to illustrate ambivalence in the pursuit of racial justice and close with recommendations to create a more inclusive, affirming, and antiracist profession for members and clients.     

‘Brown Morning:’ classed interpretations of anti-racist text

This article examines the interpretations of high school students from different socioeconomic locations (in terms of socioeconomic class and ethnicity) with regard to the text Brown Morning, used as a didactic tool for antiracism education within the framework of Civics courses. The research findings uncover differences in the students’ interpretations of the text. An in-depth understanding of these differences will be attained through clinical analyses based on the distinctions between metaphor and metonymy made by linguist Roman Jakobson. Among students from low socioeconomic locations, interpretations related to racism were dominated by metonymic characteristics, while that of students from higher socioeconomic locations were predominantly metaphoric. Study findings do not only show the different interpretations among the students, but also the various ways in which metaphorical and metonymic language affect teachers. These analyses will focus on the reasons for these differences and their implications regarding the links between social locations, language, and education.     

《德西蕾的孩子》:宗教外衣下的种族政治

肖邦在《德西蕾的孩子》中借用圣经中上帝与撒旦冲突的神话原型人物形象,将美国南方白人与黑人分为宗教意义上的两大敌对阵营,传达出她宗教外衣下的褒奖白人、贬低黑人的种族主义立场,可以说该短篇小说是一部彻头彻尾的为奴隶制辩护的种族主义作品。     

African American Women's Preparation for Childbirth From the Perspective of African American Health-Care Providers

Preparation for birthing has focused primarily on Caucasian women. No studies have explored African American women's birth preparation. From the perceptions of 12 African American maternity health-care providers, this study elicited perceptions of the ways in which pregnant African American women prepare for childbirth. Focus group participants answered seven semistructured questions. Four themes emerged: connecting with nurturers, traversing an unresponsive system, the need to be strong, and childbirth classes not a priority. Recommendations for nurses and childbirth educators include: (a) self-awareness of attitudes toward African Americans, (b) empowering of clients for birthing, (c) recognition of the role that pregnant women's mothers play, (d) tailoring of childbirth classes for African American women, and (e) research on how racism influences pregnant African American women's preparation for birthing.     

2014年欧洲共产党会议述评

2014年10月2日,来自欧洲各国的32个共产党和工人党在布鲁塞尔召开了会议。与会代表围绕着“第一次世界战争结束100年后的欧洲;资本主义：危机、法西斯主义和战争;共产党和工人党为争取实现一个社会主义的、和平的、社会公正的欧洲而进行的斗争”的主题进行了深入的讨论。大会对欧洲和世界其他地区的形势进行了深刻的分析,指出广大人民为资本主义发展道路的僵局买单,帝国主义不断发动战争和干涉,民族主义、种族主义和法西斯主义沉渣泛起。在此基础上,大会提出了欧洲共产党人的斗争任务和策略,强调要加强反对欧盟和北约、反对资本主义的群众斗争,加强反对帝国主义战争和侵略的斗争,并要建立统一战线和加强共产党人的国际合作。     

Invisible and hypervisible academics: the experiences of Black and minority ethnic teacher educators

This qualitative study investigated the experiences of Black and Minority Ethnic (BME) teacher educators in England and Australia working within the predominantly white space of the academy. Data analysis was informed by a multidimensional theoretical framework drawing on Critical Race Theory, whiteness and Puwar’s concept of the Space Invader. Findings suggest the participants in both national contexts felt marginalised, and encountered subtle everyday racism manifested as microaggressions that contributed to the academics’ simultaneous construction as hypervisible and invisible, and as outsiders to the academy. Vulnerability, insecurity and precariousness was generated through the participants’ positioning as space invaders within the university and borne from surveillance by students and managers. The paper argues that despite long-standing Equal Opportunity policies tenacious racism in the academy must be disrupted through structured career support and mentoring for BME staff and wider staff development on implicit bias and everyday racism.