| Author(s): | Ng, R. Staton, P. A. Scane, J. |
| Date: | 1995 |
| Publication: | Bergin & Garvey |
| Citation: | Ng, R., Staton, P. A., & Scane, J. (Eds.). (1995). Anti-racism, feminism, and critical approaches to education. Bergin & Garvey. |
| Section on webpage: | Anti-Racist Pedagogy Literature |
| Tenets: | Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches. |
| Annotation: | (Abstract) This book argues that there has not been sufficient dialog and exchange between various forms of critical approaches to education, such as multicultural and antiracist education, feminist pedagogy, and critical pedagogy. Contributors from the United States and Canada address issues relevant to ethnic and minority groups in light of feminist and critical pedagogical theory in the following discussions: (1) “Multicultural Education, Anti-Racist Education, and Critical Pedagogy: Reflections on Everyday Practice” (Goli Rezai-Rashti); (2) “Multicultural Policy Discourses on Racial Inequality in American Education” (Cameron McCarthy); (3) “Multicultural and Anti-Racist Teacher Education: A Comparison of Canadian and British Experiences in the 1970s and 1980s” (Jon Young); (4) “Warrior as Pedagogue, Pedagogue as Warrior: Reflections on Aboriginal Anti-Racist Pedagogy” (Robert Regnier); (5) “Connecting Racism and Sexism: The Dilemma of Working with Minority Female Students” (Goli Rezai-Rashti); (6) “Aboriginal Teachers as Organic Intellectuals: (Rick Hesch); and (7) “Teaching against the Grain: Contradictions and Possibilities” (Roxana Ng). |