What's with All This Race Talk Anyway? A Literature Review on Antiracist Education

University of Regina, Faculty of Education. Education Building, 3737 Wascana Parkway, Regina, SK S4S 0A2. e-mail: [email protected]; Web site: https://journals.uregina.ca/ineducation/index

Y

29

Racism; Social Justice; Elementary Secondary Education; Critical Race Theory; Foreign Countries; Educational Environment; Experience; Political Attitudes; Social Bias; Classroom Environment; Minority Group Students; Teacher Attitudes; Beliefs; Teacher Education Programs; Faculty Development

Canada; United States; New Zealand

10.37119/ojs2024.v29i1.743

1927-6117

This article reviews the developing literature on antiracist education and the emerging frameworks for recognizing racism in educational spaces. Much of the literature draws on critical race theory as the underlying framework to conceptualize race and racism. Many scholars emphasize the need for antiracist practices in K-12 education. There was, however, significant research evidence that suggested a gap between antiracist pedagogy and knowledge and the actual implementation into everyday teaching practices. The review also found evidence of suggested strategies teacher education and school division professional development programs should engage with to help aid the implementation of antiracist education in schools and classrooms--evidently, the review points to the importance of faculty (educators, support staff, administrators, superintendents and school division employees involved in policy development) to reflect on their experiences with race. I conclude with an invitation to recognize and understand how to show up as an antiracist educator, today, tomorrow and for the future.

As Provided

2024

EJ1428860