Education Commons^™

For An Intercultural Education Aimed At Social Justice, Dimitris Zachos Dr.

Race and Pedagogy Journal: Teaching and Learning for Justice

This article attempts to critically analyze the current political situation in the world, highlighting the role that intercultural education for social justice can play. Over the last thirty years or so, political parties and movements around the globe have managed to impose their agenda on the public debate and contribute to an increase in racism, classism, sexism, nativism, xenophobia, anti-semitism, Islamophobia, transphobia, anti-environmentalism, anti-indigeneity, as well as anti-intellectualism, irrationality, and belief in conspiracy theories in many countries.

Intercultural Education for Social Justice opposes to these directions and fights against the ways schools contribute to maintain social inequities and unequal distribution …

Becoming A Co-Conspirator: Strategies For Anti-Racism Through Human Rights Education, Kyle J. Williams

Race and Pedagogy Journal: Teaching and Learning for Justice

This paper seeks to provide introductory knowledge and strategies for individuals who are new to the academic study of race, and to serve as a charge to move beyond simple allyship to become effective co-conspirators in the fight against racism. This is achieved through a literature review of race, anti-racism, human rights education, and then a concluding section detailing how to integrate human rights education into co-conspiratorship. Ultimately, this paper contends that human rights education provides the necessary academic background and the practical framework to help individuals move beyond performative allyship towards co-conspiratorship.

Beyond The Pale: Pedagogical Strategies For Analyzing Race And Whiteness, Matthew W. Hughey

Race and Pedagogy Journal: Teaching and Learning for Justice

The roots of American sociology of race and ethnicity run deep, but a focus on whiteness has matured in recent decades. This body of research is diverse: Whiteness is understood as simultaneously omnipresent, ubiquitous, rigid and flexible. Moreover, students enrolled in courses on race and ethnicity have difficulty grasping the conflicting and ambiguous character of whiteness that is exacerbated by their own misconceptions and ideological baggage they carry into the classroom. To empirically identify common student misconceptions, and to illuminate effective pedagogical interventions, I analyze two different sociology of race and ethnicity courses, offered twelve times over an eight-year span, …