{"title":"Building anti-racist education through spaces of border thinking","authors":"J. Windle, Érica Fonseca Afonso","doi":"10.1080/17508487.2021.2000000","DOIUrl":null,"url":null,"abstract":"ABSTRACT This paper seeks to identify strategies for anti-racist higher education, drawing on scholarship that locates structural racism in global and local centre–periphery relations. We first examine how the centre-periphery divide has been identified and challenged in anti-racist intellectual and political movements, focusing on exchanges and solidarity between peripheral territories. We then discuss the implications of this framework for the setting in which the authors work: Brazilian higher education. The Brazilian university sector has recently expanded through affirmative action policies that have resulted in an influx of Black students from urban peripheries. However, the dominant nationalist ideology in Brazil has historically denied racial divisions, presenting a myth of racial democracy and delegitimising transnational links between anti-racist movements. Reflecting on our own experiences and perceptions through a narrative approach, we draw out elements of border thinking that we believe can contribute to anti-racist pedagogical and institutional relationships.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"606 - 621"},"PeriodicalIF":4.0000,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Critical Studies in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/17508487.2021.2000000","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT This paper seeks to identify strategies for anti-racist higher education, drawing on scholarship that locates structural racism in global and local centre–periphery relations. We first examine how the centre-periphery divide has been identified and challenged in anti-racist intellectual and political movements, focusing on exchanges and solidarity between peripheral territories. We then discuss the implications of this framework for the setting in which the authors work: Brazilian higher education. The Brazilian university sector has recently expanded through affirmative action policies that have resulted in an influx of Black students from urban peripheries. However, the dominant nationalist ideology in Brazil has historically denied racial divisions, presenting a myth of racial democracy and delegitimising transnational links between anti-racist movements. Reflecting on our own experiences and perceptions through a narrative approach, we draw out elements of border thinking that we believe can contribute to anti-racist pedagogical and institutional relationships.
期刊介绍:
Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.