The “Equity Waltz” in Canada: Whiteness and the informal realities of racism in education

Journal of Contemporary Issues in Education (2008)

Canada has long perceived itself to be a country in which multiculturalism, and a concomitant respect for diversity, is a unique and defining feature of its identity. Although Canada is a de facto multicultural country, owing to its rapidly evolving
demography and the explicit notion of multiculturalism enshrined in its Constitution, there remains a plethora of problems and issues related to equity, diversity and human
rights. This paper explores the context and impact of racism in education within a framework that acknowledges and critically positions the predominance of Whiteness.
The salience of identity, therefore, is a primary consideration to understanding how marginalized groups face systemic barriers in education. The concluding analysis sheds light on the educational policy process, and focuses on the notion of accountability for anti-racism and social justice in education within a time of neoliberal reforms. The paper is critical of the lack of attention, resources and comprehensive plans in place to ensure that all students benefit from a more holistic education that includes a focus on social justice.

Youth culture, the mass media, and democracy

Academic Exchange Quarterly (Volume  12, Issue  4, 2008)[co-authored with Brad Porfilio]

Youth culture is poorly understood by the mass media, and, in many cases, the lack of connection can lead to disengagement in the educational sector. Media (il)literacy is important for many reasons, and a light-hearted treatment of the effect of the mass media in the educational sector can lead to undesirable outcomes. This paper examines how two teacher-educators use the mass media in their teaching to stimulate reflection and engagement on the part of present and future teachers.

“But What Can I Do?” Fifteen Things Education Students Can Do to Transform Themselves In/Through/With Education

International Journey of Critical Pedagogy (2008)

Educators and education for democracy: Moving beyond “thin” democracy

Interamerican Journal of Education for Democracy (2008)

Do our educational systems encourage, support, and cultivate a democratic experience for students? The debate over democracy in education could be characterized in terms of representative versus participatory democracy, with the former highlighting electoral processes (thin), and the latter focusing on critical engagement and social justice (thick). This paper reports on a study of College of Education students in the United States of America, highlighting three themes: 1) the predisposition among university students to understand democracy and politics in a thin way; 2) the potential for university teachers to do democracy in education; and 3) the importance of understanding power and difference in relation to democracy. The research leads to the development of a framework for conceptualizing democracy in education, highlighting, in particular, what educators can do to become more critically aware and engaged.

Experiencing Democracy Through Neoliberalism: The Role of Social Justice in Democratic Education

Journal for Critical Education Policy Studies (2007)

This paper reports on research involving American College of Education students in relation to their impressions of, reactions to, and engagement with democracy. Four themes are explored: the conceptualization of democracy; the democratic educational experience of teachers; the concern about teaching controversial issues; and the understanding of, and linkage to, social justice. Of particular concern is the clear lack of appreciation among participants of democracy as a philosophy, ethos, political system and cultural phenomenon, as they often associate democracy exclusively with the electoral process. In general, participants did not focus on critical thinking, politics as a way of life, power-sharing, the decision-making process, the role of the media, alternative systems, and social responsibility as part of what could be considered thick democracy. The nebulous linkage between democracy and social justice, with the overriding fear of bias, values-dissemination and indoctrination, raises the concern of how education systems and teachers conceptualize the citizenship-based, lived experience of democratic education, as opposed to standardized testing and the ever-ending quest for high academic achievement that has become the hallmark of neoliberalism. The paper also underscores the meaning of political literacy within the context of democracy in education.

Standards, Accountability and Democracy: Addressing Inequities through a Social Justice Accountability Framework

Democracy and Education (2007)

“Shock and Awe” and the Environment

Peace Review: A Journal of Social Justice (2007)

Educational institutions negotiating democracy and social justice: The (im)balance of power and accountability

Canadian and International Education (2007)[co-authored with Gina Thésée]

Social Justice and Whiteness in Education: Color-blind Policymaking and Racism

Journal of Critical Education Policy Studies (2006)

Few studies have been undertaken on the conceptualization of policy frameworks aiming to (re-)structure, oversee and promote (specifically) social justice in education. While there is much formal discussion on the need for social justice in education, the required action has not materialized, and notably absent is a strong, demonstrable commitment to accountability in this area. This paper examines the educational policymaking process from a critical vantage-point based on the author’s experience in government working on social justice issues, exposing how White power and privilege undermine the myriad efforts, initiatives and policies aimed at addressing the social justice domain. When inequitable power relations characterize and shape the educational policymaking process, the implications for marginalized groups are significant. The paper questions the legitimacy of governments and their educational systems to focus on accountability and democracy if social justice is not an integral component of the decision-making processes and content framing public education.

Race and Identity in Education in Québec

Directions (2006)

Une proposition d’élargissement de la dimension critique en éducation relative à l’environnement : la résistance éco-épistémologique

Co-authored with Gina Thésée, published in ÉDUCATION RELATIVE À L’ENVIRONNEMENT, Vol. 7, 2008

Abstract : This article proposes an expansion of environmental education’s critical dimension by associating it with issues of power relations and knowledge construction in the social contexts of neoliberalism and racialization. Two limits of the critical trend are thus highlighted : its tendency to universality and its silence regarding the dynamics of
domination. The environmental threats associated with the multiple vulnerabilities they generate for oppressed populations stem from a knowledge crisis. Alter-native epistemologies are thus called for. They offer a diversity of knowledge woven in life stories, values, practices
and perspectives that differ from occidental ones. To counter the neo-colonial dynamics and the multiple vulnerabilities they generate, one possible response is the adoption of an ecoepistemological posture of resistance. Its fundamental characteristic is its grounding in the eco-cultural context of those who are oppressed. Environmental education’s critical trend would gain in including more explicitly environmental injustice situations which are mainly caused by neo-colonial dynamics.

Résumé : Cet article propose un élargissement de la dimension critique en éducation relative à l’environnement (ERE) en lui associant des problématiques de rapports de pouvoir et de rapports de savoirs à l’oeuvre dans les contextes sociaux de néo-colonialisme et de
racialisation. Deux limites du courant critique sont ainsi mises en évidence : sa tendance à l’universalité et son mutisme concernant spécifiquement les dynamiques de domination. Les menaces environnementales associées aux multiples vulnérabilités qu’elles engendrent pour les populations opprimées décrivent une crise de la
connaissance. Les épistémologies alter-natives sont ainsi interpellées ; elles offrent une diversité de savoirs tissés dans des histoires vécues, des valeurs, des pratiques et des élans différents de ceux de l’Occident. Pour contrer les discours des dynamiques néo-coloniales et les multiples vulnérabilités qu’elles engendrent, l’une des réponses appropriées est
l’adoption d’une posture de résistance éco-épistémologique. Sa caractéristique fondamentale est son ancrage dans le contexte écoculturel des groupes et personnes opprimées qui jusque là ont été muselés. Le courant critique en ERE gagnerait à inclure plus explicitement les situations d’injustice environnementale qui ont pour cause majeure les dynamiques néo-coloniales.

La « valeur ajoutée » de l’éducation antiraciste : conceptualisation et mise en oeuvre au Québec et en Ontario

Co-authored with Maryse Potvin, published in Éducation et francophonie, volume XXXVI :1, printemps 2008

ABSTRACT: This article questions the importance of recognizing elements of an antiracist and anti-discriminatory approach in intercultural education and citizenship education
in the school setting. By examining the specifics and relationships of the antiracist approach with inter- ormulticultural education and citizenship education,
the article first presents the “value added”, the criticisms it receives, and a comparison of its presence in Québec and Ontario schools. For Québec, the article briefly
describes policies and practices at the elementary and secondary levels using the results of a study on antiracist education in French-speaking Montréal schools by
Potvin, McAndrew and Kanouté (2006). In Ontario, the analysis is more general and examines the report by the Royal Commission on Learning (1995) and on the only
antiracist policy (Ontario Ministry of Education, 1993), which originated under a New Democrat government. In conclusion, some prospective elements underscore the need to introduce the elements of an antiracist perspective in citizenship education courses.

RÉSUMÉ : Cet article s’interroge sur l’importance d’une prise en compte des éléments d’une approche antiraciste et antidiscriminatoire dans l’éducation interculturelle
et l’éducation à la citoyenneté en milieu scolaire. En se penchant sur les spécificités et les liens de l’approche antiraciste avec l’éducation inter- oumulticulturelle et l’éducation à la citoyenneté, l’article présente d’abord sa « valeur ajoutée », les critiques qui lui sont adressées et sa présence comparée dans les milieux scolaires québécois
et ontarien. Pour le Québec, il dresse un bref portrait des politiques et pratiques des niveaux primaire et secondaire, à partir des résultats d’une étude menée par Potvin, McAndrew et Kanouté (2006) sur l’éducation antiraciste enmilieu scolaire francophone àMontréal. En Ontario, l’analyse est plus générale et jette un regard sur le rapport de la Commission royale sur l’éducation (1995) et sur la seule politique d’éducation antiraciste (ministère de l’Éducation de l’Ontario, 1993), qui a vu le jour sous un gouvernement néo-démocrate. En conclusion, quelques éléments de prospective soulignent la nécessité d’introduire les éléments d’une perspective antiraciste au sein de l’éducation à la citoyenneté.

Different Perceptions of Race in Education: Racial Minority and White Teachers

Co-authored with Tom Klassen, published in the Canadian Journal of Education (1997)

We analyze the perceptions of White and racial minority teachers concerning antiracist education in the Toronto Board of Education. The findings highlight five topics on which
White and racial minority teachers have different perspectives: views of antiracist education; support for employment equity; racial minority teachers as role models; the role of principals in antiracist education; and the treatment of racial minority teachers. Racial minority teachers face greater barriers than White teachers in the education system, barriers that hamper the full recognition and importance of racial diversity in education. White teachers are generally less supportive than their racial minority colleagues of antiracist education that attempts to shape the institutional culture of schools.

Les auteurs analysent les perceptions des enseignants de race blanche et des enseignants faisant partie des minorités raciales au sujet de l’éducation antiraciste du Conseil scolaire
de Toronto. Les conclusions de cette étude mettent en relief cinq sujets sur lesquels les points de vue des enseignants de race blanche et de ceux des minorités raciales diffèrent:
les perceptions de l’éducation antiraciste, le soutien accordé à l’équité en matière d’emplois, les enseignants des minorités raciales comme modèles de comportement, le rôle des
directeurs d’école dans l’éducation antiraciste, et la façon dont sont traités les enseignants des minorités raciales. Ces derniers font face à des obstacles plus grands que les enseignants de race blanche, des obstacles qui retardent la reconnaissance complète de l’importance de la diversité raciale dans l’éducation. En règle générale, les enseignants de race blanche sont, par rapport à leurs collègues faisant partie des minorités raciales, moins en faveur de l’éducation antiraciste qui essaie de façonner la culture institutionnelle du
système d’éducation.

Educating for democracy: With or without social justice

Teacher Education Quarterly, 2009

Educating for democracy: With or without social justice

Teacher Education Quarterly, 2009

The 2008 US Presidential Campaign, Democracy and Media Literacy

International Journal of Critical Pedagogy (2009), co-authored with Brad Porfilio

The Epistemology of Whiteness in a Sea of Color: Confronting Power and Privilge in Education

Entrelugares (2009)

The Unspoken Color of Diversity: Whiteness, Privilege, and Critical Engagement in Education

co-authored with darren Lund. In Steinberg, S. (ed.), Diversity and multiculturalism: A reader. New York: Peter Lang. (2009)

Computers, the media and multicultural education: Seeking engagement and political literacy

Co-authored with Brad Porfilio, published in the Journal of Interncultural Education (2009)

The critical pedagogy of understanding how future educators relate to democracy

Co-authored with Gina Thesee, published in Daly, K, Schugurensky, D. & Lopes, K. (eds.), Learning Democracy by Doing: Alternative Practices in Citizenship Education and Participatory Democracy. Toronto: Transformative Learning Centre

Au-delà des conflits entre religion et science : Y a-t-il une place pour une épistémologie éthique en éducation ?

Co-authored with Gina Thesee in Schleifer M. & Tawler, V. (dir.), Science et religion en éducation : Comment répondre aux questions des enfants. Montréal : Presses de l'Université du Québec (2009)