EDUCATION 4380

ANTI-
RACIST
EDUCATION
From a Philosophical & Practical

Perspective

WHAT IS
INSIDE
WHAT IS ANTI-RACIST
EDUCATION - 2

PHILOSOPHY BEHIND THE

CRITICAL INQUIRY PROJECT
APPROACH- 6
BY ASHLEY HOISINGTON
Before moving into my inquiry project, I want to take

a moment to acknowledge my limitations and take

THE ROLE OF "RACE" IN
ownership over my position in regard to "race" and
PHILOSOPHY & racism. As a white woman, I do not claim to have

EDUCATION - 9 lived experience with racism directed at me, but I

acknowledge the fact that I have been given

TALKING ABOUT privileges and benefits for the whiteness of my skin.

These privileges and benefits have been given to me

"RACE"- 10
over the course of my life, and until recently I have

not considered how the colour of my skin has

ANTI-RACIST EDUCATION allowed that to happen. By not recognizing my own

IN ELEMENTARY- 11
"race" and the implications of the colour of my skin,

I have participated in the perpetuation of systemic

and institutional racism. As an educator, I have

come to understand that my position as a white

ANTI-RACIST woman is extremely important, and I must recognize

RESOURCES- 12 the role that "race" has played in my experiences

previously, and those moving forward. Racism is the

responsibility of EVERYONE.
ANTI- RACIST EDUCATION ASHLEY HOISINGTON

WHAT IS ANTI-RACIST EDUCATION?

BACKGROUND & THE BIG IDEAS
Before diving into the big ideas behind anti-racist education, it is necessary to discuss the frames in
which "race" and racism implicate students' experiences in schools.

The notions of "race" as biological and inherent are false and carry zero scientific evidence; there is
nothing in our DNA that could be used to classify "race," instead, it is based solely on the outward
appearance and the colour of your skin. We have come to understand that "race" is a social
construct that was drafted to justify the mistreatment, inequality and processes of "othering" that
have been in the fabrics of our country since the very beginning. This includes parts of our history
that our institutions would rather forget, like slavery, residential schools, mistreatment of Chinese
railroad workers, internment camps, "no fly" lists, etc. "Race" becomes a social hierarchy in which the
colour of your skin has been weaponized in such a way that value judgments on one's character
have been erected out of nowhere. Our society has perpetuated a notion that skin's lightness is
associated with goodness and purity, while darker skin is demonized and associated with impurity
and danger. Holst (2020) provides an in-depth look at the creation of "race" and discusses the
implications of such throughout time; this is an essential read on the road to developing anti-racist
teaching practices.

That being said, all individuals must take a step back to assess the real social implications that "race"
carries for individuals who are part of a racialized group. Yes, the idea of "race" is fabricated, with no
scientific ground to stand on, but it has been entrenched within the fabrics of our nation in a way
that it is impossible to move throughout life without considering the larger impacts of the colour of
your skin. We cannot merely take away the idea of "race" without addressing the systemic and
institutional policies and covert forms of oppression that are rampant in daily life. The most obvious
way to highlight this point would be to pull on some current events that have happened in our
world; take a moment and think back to the tragic stories of George Floyd and Breonna Taylor. The
world erupted after Floyd was killed at the hands of police in Minneapolis for allegedly using a
counterfeit $20 bill, and days later, Taylor was killed by police in the middle of the night in Louisville.
Many people were outraged at the lack of value placed on these individuals' lives, and it sparked
mass protests demanding recognition that Black lives matter and this horrific racism needs to be
put to an end at an institutional level. While much of the world rallied to support this cause, many
people were left outraged because they did not understand why this was happening and why there
was so much attention paid to this issue. (continued on next page)

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WHAT IS ANTI-RACIST EDUCATION?

CONTINUED...

(continued from last page) This comes from the entrenched notions of racism within the fabrics of
society in which a Black life (or other racialized life, for that matter) is seen as holding significantly
less value than the life of a white person. Thousands of people are shot and killed by the police
every year (see this article by the Washington Post and this one from CTV News), and no one hears
about it, but if police kill a white person, it makes front-page news. I chose to highlight Floyd and
Taylor's examples here, not because this sort of covert and institutional racism does not exist in
Canada, but because with the huge BLM movement and extensive media coverage, most people
should recognize these names. This does not mean other individuals who have lost their lives at the
hands of police or in other institutions because of their race are any less important or hold any less
value. As educators, we must remain educated on these issues and remember that our silence on
racial issues and racism speaks volumes- take a moment to think about what kind of message we send
the BIPOC children and youth in our classrooms if we don't talk about these things?

Keeping this discussion in mind, I want to shift to a more focused discussion on anti-racist education
and the big ideas rooted in this practice. It is vital to remember that not all forms of racism are
outward and obvious. Many forms of racism (especially within schools) are covert- they go unnoticed
or are labelled as something else. Raby (2004) provides a detailed account of interviews with
students who describe forms of covert racism, such as forced isolation and bullying, but they don't
actually identify it as such. Covert racism includes many things such as derogatory comments or
racist jokes which are associated with individual attributes, placing segregation and isolation on an
issue of popularity, judgements placed on different foods, clothing and accessories (such as wearing
a Hijab) or the constant need to touch Black girls/boys hair because it is "different." These covert
forms of racism even go so far as having little or no representation of non-white characters in
literature; racism is usually identified as such only when it involves physical or violent attacks
(Pauchulo, 2013, p. 5; Raby, 2004, p.373-376). Anti-racist education and pedagogical practice allow
you, as the teacher, to become cognizant of these forms of racism and engage your students in
discussions and learning opportunities to develop this knowledge and understanding of racism
within their own context. This is essential in understanding the larger-scale implications of
racialization for students, parents and school staff. (continued on next page)

Anti-racist education calls for the recognition that

racism is not just an issue for people of colour.
It is the responsibility of ALL individuals.

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WHAT IS ANTI-RACIST EDUCATION?

CONTINUED...

(continued from last page) Blakeney (2005) brings attention to the notion that anti-racist pedagogy
and multicultural education are often used interchangeably when, in fact, they are very different in
many ways. Multicultural education is limited by skin colour, and all forms of such are rooted in
assimilation and the "melting pot" logic where we all become "one" (Blakeney, 2005, p. 119). This is
dangerous, especially within Canada, because we have shaped our national identity around the
erasure of racial differences, which in turn leads to higher levels of covert racism, which can
arguably be more dangerous and harmful due to the inadvertent gaze in which most white
Canadians believe racism does not exist here. On the other hand, anti-racist education and
pedagogy are not limited by skin colour and critically address racism; it extends deeper into notions
of inclusion, diversity and equity (Pauchulo, 2013, p. 11).

Blakeney (2005, p.120) highlights the big ideas behind an anti-racist approach:
Anti-racist pedagogy allows for understanding the impact of "race" on opportunity; highlights the
inequalities and differences present in upward mobility and the constructs of privilege.
Addresses the historical constructs that allow for inequalities and seeks to create an anti-racist
paradigm that, in time, will serve to condition a new anti-racist society.
Includes explicit instruction on confronting racism without reservations or risk of ostracism—
addresses how we talk about racism and enact changes.
Anti-racist education aims to transform by challenging the individual and the structural systems
that perpetuate racism.
Works to highlight differences in racialized groups to better support individuals- the difference is
celebrated; avoids a holistic perspective as this tends to erase differences. The big picture is
essential to an extent, but the "nitty gritty" is only seen when looking at groups' uniqueness.

(Continued on next page)

Image from https://esmoa.org/event/the-anti-racist-art-teacher-introduction-workshop-with-paula-liz-torres-mat-in-art-education/

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WHAT IS ANTI-RACIST EDUCATION?

CONTINUED...

(continued from last page) Another critical consideration is provided in Anti-Racism Education in
Canada: Best Practices. Often, in education, we see "buzz" words thrown around without considering
the more profound meaning and implications of such; these include words like inclusion, diversity
and equity. Within the Best Practices document, Pauchulo says:

"In anti-racism education inclusion is the act of creating environments in which any
individual or group can feel welcomed, respected, valued and able to fully participate
in the school and district by both contributing to and benefiting from its continual development.
Quite differently, diversity is a state of the environment that includes people from
different racial backgrounds but that is not necessarily inclusive of these differences.
Thus, as the diagram below illustrates, equity can lead to inclusion, but diversity does not
necessarily lead to equity and inclusion. In other words, being diverse is not enough to
guarantee a racism free environment." (2013, p. 11)

Image from Pauchulo, 2013, p. 11

Anti-racist education focuses on the implications and relationships with power and privilege. These
are big ideas that need to be unpacked to engage in this practice for yourself and your students. It is
critical to remain open-minded and often engage in self-reflection, acknowledge your place and
relationship with "race" and racism, take action when you see racism happening (overt or covert
forms), and continually seek learning opportunities to develop your knowledge and understanding
of "race" and racism. Simmons (2019) provides a good plan of action and additional information on
how to begin this process.

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PHILOSOPHY BEHIND THE APPROACH

In doing research, I could not locate one particular philosophical underpinning of anti-racist
education, so I have chosen to briefly describe how this pedagogical approach fits into some of
the larger scope movements that Noddings highlight in her text, Philosophy of Education. That
being said, I want to first begin by highlighting Blakeney's argument that "anti-racist pedagogy
challenges the individual to take on a Deweyan perspective regarding democracy through
inquiry, experimentation and reflection; thereby providing the opportunity to make changes
based on current conditions" (2005, p. 122). This goes to say that anti-racist pedagogy pulls on
similar beliefs to Dewey that children are inherently capable of being "good" or "bad," in the
sense that one's experiences and learning opportunities give way to the person they become
(Noddings, 2018, p. 15). If students are exposed to anti-racist education and are provided with
meaningful learning experiences to help them exist within our racialized society, they will have
the opportunity to develop a critical consciousness in which they do not take racism as the
norm.

Analytic Philosophy
I think that anti-racist education fits nicely into the framework of analytic philosophy
because it focuses on analyzing and clarifying concepts in a way that connects language
and reality (Noddings, 2018, p. 43). It is essential to take a step back and really identify the
meaning behind the word "anti-racist," and in turn also unpack related concepts such as
"education," "race," and "racism." Analytic philosophy has been critiqued for being too
stationary and not pushing forward with new ideas or development of thought/ways of
knowing, so I think it is both appropriate and beneficial to take what analytic philosophy has
to offer and use it to better understand this pedagogical approach in the bigger picture.
Once you have a deep understanding of what these terms mean, you must rely on other
philosophical approaches to put those ideas into action and move forward with anti-racist
education in a positive and meaningful manner. Analytic philosophers may ask questions,
such as: what does "race" mean? What is racism? What does "anti" mean when connected
with "racist"? How does this fit in with the understanding and purpose of education? Etc.
(Continued on next page)

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PHILOSOPHY BEHIND THE APPROACH

(continued from last page) Continental Philosophy
I believe that the practice of anti-racist education fits into the notions of phenomenology
and critical theory. Phenomenology is "a descriptive science concerned primarily with the
objects and structures of consciousness" (Noddings, 2018, p. 69), which is a fancy way to
say it is interested in the experience of events, phenomena, and feelings that we
encounter in daily life. Intentionality becomes increasingly important for those studying
phenomenology because it is the basis of consciousness; if you are doing something with
intent, you have a consciousness to make decisions and exist within the world. I argue this
connects with anti-racist education because one of its main tenants is that it calls for
increased consciousness and the development of critical consciousness in the face of
"race" and racism. One needs to ask questions about what it means to have
consciousness when interacting with issues of "race" and racism? What is happening when
we are actively anti-racist? What is the essence of our action/ being?
Critical theory is strongly related to anti-racist education because, unlike analytic
philosophy, which calls for detachment, critical theory states that we cannot remain at the
outset of an issue due to our entrenched values and beliefs. Critical theorists like Marx,
Gramsci, Foucault and others assert the "extension of universal freedom by criticizing the
partial, limited forms of human autonomy" (Noddings, 2018, p. 72) that disenfranchise and
other specific groups in society. Anti-racist education is essential in this work as it
highlights the differences and uniqueness of issues facing different groups in society and
draws attention to the limits imposed on them due to their "race." The notion of critical
theory also engages in the discussion of privileged knowledge and questions who holds
that knowledge and who it should be given to; this is in direct relation with anti-racist
education, which serves to address power and privilege.

Social and Political Philosophy

I chose to include a discussion of social and political philosophy here because of the
inherent discussions of justice, equality and equity. These are all important considerations
to unpack within an anti-racist framework. Still, within social and political philosophy, they
interact in ways that are of interest to policymakers and decision-makers in education,
when, in reality, these should be at the forefront of all educators' minds. In Noddings'
chapter on this, she discusses the notion of community and value transmission, which
becomes important when learning about and interacting with other cultural groups; the
process of value transmission is often sacred and occurs in many different ways (2018, p.
176). Noddings engages with a discussion of justice and equality in education, in which she
addresses some issues that are also discussed in anti-racist pedagogy, such as the
inequalities and capacity for care towards certain racialized groups. I think it is important
to highlight that "when a substantial part of the population is content, social change is
very hard to effect" (Noddings, 2018, p. 178), which means we need to have anti-racist
practices and education at the frontlines if we want it to hold the maximum effect.
(continued on next page)

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PHILOSOPHY BEHIND THE APPROACH

(continued from last page)
Feminist Philosophy
I won't say too much here, other than the fact that the ethic of care is inherently
connected with anti-racist education. While it is not explicitly stated often, care and
relationships are critical if you want to engage your students in this practice. Students
need to see you modelling care and modelling anti-racist practices to gain a deeper
understanding of how and why this work is so important. In addition to this, dialogue
about care and empathy help students (especially younger students) identify and
understand the effects of racism on themselves and their peers. See Noddings for a
deeper dive into the ethic of care (2018, p. 230).

Philosophy 4 Children
Philosophy 4 Children (P4C) is a framework that serves to engage children in meaningful
philosophical thinking. This approach to the discussion would allow students to address
some of the big questions revolving around "race" and racism while unpacking notions of
power and privilege. P4C challenges students to ask why and encourages them to think
outside of the box; the Prindle Institute has a webpage dedicated exclusively to P4C and
provides many strategies to implement this sort of thinking, including through the use of
literature and picture books. One way to engage students in anti-racist education is
through the use of picture books and encourage students to ask the hard questions; I
argue that there is a clear connection between these two approaches. Reed-Sandoval has
written an article in which they address the impacts of P4C on decolonization, and while it
is written from a US perspective, many of the arguments and strategies can be applied in
our Canadian context as well. They give an overview of the common characteristics of a
P4C class, which echo some of the attributes of an anti-racist class as well (2019, p.6):
They emphasize dialogue and communication—which may be verbal, written,
artistic and/or physical.
They maintain a sustained focus on one or more core philosophical questions.
The questions and ideas are generated by the students/ children/young people
themselves.
The adult facilitator is there for guidance and support and does not lecture or
become overtly directive.
I argue that these characteristics are essential in engaging in meaningful discussions
around anti-racism with children and youth as well, by empowering them to ask why.

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THE ROLE OF "RACE"

IN EDUCATION &
PHILOSOPHY

Within the context of my research on anti-racist education, I have come to understand the
whiteness at the centre of institutional documents and policies, including the curriculum. The
curriculum is best defined as the whole school environment (Pauchulo, 2013, p. 21) because
students are always learning, whether it is intentional competencies from the program of
studies or unintentional norms (such as racism). Notions of "race" and imagined difference are
implicitly worked into the curriculum; by deciding to teach one thing over another, you place a
value judgement on the content, which is traditionally centred around whiteness and the
traditional sense of multicultural education. This is one of the significant implications of "race"
in education because it is literally entrenched in everything we do. After all, our policies and
institutions are built upon the dichotomy of "us vs. them." It is vital to understand the
implications of "race" and racism within the four walls of a school because they have a
profound impact beyond the immediate. When a student feels targeted or unfairly treated
based on something they cannot change, school becomes an unsafe space. Educational
research and best practices repeatedly call for the learning environment to be a safe space;
otherwise, students cannot have their basic needs met, which means no learning can happen.
When we ignore "race," we are sending unspoken messages that the affected student is not
valuable enough.

Regarding the implications of "race" on philosophy, it is necessary to reflect that nearly all of
the classical philosophers are white men. This means that the theories and practices emerging
from those philosophers like Plato, Aristotle, Socrates, and others are inherently white. Current
philosophy practices are beginning to reflect diverse roots and diverse approaches, but the
field is still reflective of white ideas and white notions of right and wrong. In doing this research
on anti-racist education, I think it is necessary to employ these same standards to the practice
of philosophy to give a voice to those who are traditionally seen as "others."

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SHOULD WE EVEN TALK ABOUT "RACE"?

Although having discussions about "race" and issues of racism is not mandated in the
Program of Studies, it is of utmost importance to have these tough "chats" with students of all
ages. The main argument against this approach is that talking about "race" and racism
reproduces it, when in reality silence reinforces racism is a much harmful way by allowing
children to come to their own conclusions based on their environment. A follow up argument
against this approach is that children are "too young" to talk about "race," and this taboo
subject should not be discussed- our lips should metaphorically stay sealed.
As you can see in this visual below, children begin developing notions of difference before
they are even one year old, and by the time they enter kindergarten children they are
choosing their peer groups based on "race" and exhibiting many of the same racial attitudes
expressed by adults. This work is so important. Although it is not mandated, I believe that
having these discussions and moving beyond the curriculum in this way is our obligation as
teachers and professionals, but most importantly it is our obligation as human beings.

Visual from https://www.prettygooddesign.org/

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ANTI-RACIST EDUCATION IN THE

ELEMENTARY CLASSROOM
In the previous section, I addressed whether or not students should engage in conversations
about "race" and racism, and the answer is yes. That being said, these conversations and
learning opportunities will look drastically different based on the grade you teach and the
ability level of your students. Anti-racist education needs to be reflective of your context.

I argue that anti-racist education needs to begin early and engage all students in meaningful
consideration of their own identity and how that might interact with the outside world. We must
not forget that racism does not wait; BIPOC students may experience racism well before they
enter kindergarten, so the argument that early elementary students are too young is invalid.
Students must learn early on that racism is not something they should engage in (which implies
also learning what racism is, in a developmentally appropriate fashion, of course), and they
need to even understand that they should never be made to feel wrong about who they are.
Classrooms need to take inclusion to the next level and encapsulate the inclusion of BIPOC
students and those with exceptionalities.

I think many teachers are afraid to use this approach because they don't know where to start.
While this is a valid concern, it is no excuse not to create an anti-racist classroom. Nichols
addresses this concern and calls for educators to take "small bites," because they will have a
more significant impact than doing nothing at all; we must be humble in this work because you
will inevitably get it wrong sometimes, but that is okay- it is essential to keep going because it
makes a huge difference, even if you cannot see it right away (2020).

Schwartz (2019) provides a peek into a grade 1 classroom that actively addresses power and
privilege issues through various activities and discussions. The main takeaways from this article
are that it is better to try, get it wrong, admit you might not know, and model being an active
learner for your students. The hardest part of engaging in anti-racist education is getting over
the fear of starting, but once you do, it is a game-changer! Schwartz quotes the classroom
teacher saying: "I don't know what we want of kids other than for them to be critical thinkers
and to question when things don't seem right" (Schwartz, 2019). This is the exact premise of
using this approach in the elementary classroom.

By engaging in anti-racist education, you are working to foster a sense of racial identity for each
of your students- in doing this, you are creating a space to celebrate our unique differences.
This adds to a safe learning environment in which students are supported socially, emotionally
and academically. These are all areas impacted by racism, and by giving students the tools and
knowledge to deal with these scenarios in their own lives, they can channel resiliency and a
sense of their own power in a negative situation. I would suggest reading the article from
Simmons (2019) for further elaboration on this, as she provides an overview of how anti-racist
education affects Social-Emotional Learning.

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ANTI-RACIST RESOURCES & WORKS CITED

In this final section, I have provided an extensive list of resources to consult in creating your
own anti-racist education plan. But before I wrap up, I want to highlight the critical
recommendation from Blakeney that "teachers must be aware of their own racial identity
before they transform their own expectations, misconceptions, naiveté, presumptions and
prejudices with regard to people of color" (2005, p. 126). Although our society has taught us
that whiteness is associated with a particular "raceless" identity, it is necessary for all teachers,
especially those who are white, to reflect on their own place in issues of "race" and racism.

I hope this "newsletter" has given some insight into the importance of anti-racist education and
provided you with some information and ideas for how you might use this approach within your
own classroom. At the end of the day, don't forget that racism is the responsibility of adults, so
we must model anti-racism for our students daily; adults must first do this work. We cannot put
all of our faith in children to fix the problems that have been created for centuries. Instead, we
need to recognize that while anti-racist education will not solve the world's problems overnight,
it will give students the tools and knowledge to grow up into adults with a critical
consciousness, who see and understand "race" and racism for what it is!

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ANTI-RACIST RESOURCES & WORKS CITED

Works Cited

Blakeney, A. M. (2005). Anti-racist Pedagogy: Definition, Theory, and Professional Development.

Journal of Curriculum and Pedagogy, 2(1), 119–132.
https://doi.org/10.1080/15505170.2005.10411532

Children's Community School. (2018). They're not too Young to Talk About Race. Philadelphia.
http://www.childrenscommunityschool.org/wp-content/uploads/2018/02/theyre-not-too-young-
1.pdf

Educators & Parents. Prindle Institute. (2020).

https://www.prindleinstitute.org/teaching-children-philosophy/educators-and-parents/.

How to Talk to Kids About Race. the conscious kid. (2020). https://www.theconsciouskid.org/how-to-
talk-to-kids-about-race.

Nichols, H. (2020, June 6). A Guide to Equity and Antiracism for Educators. Edutopia.
https://www.edutopia.org/article/guide-equity-and-antiracism-educators.

Noddings, N. (2018). Philosophy of education (4th ed.). Routledge.

Pauchulo, A. L. (2013, March). Anti-Racism Education in Canada: Best Practices . Centre for
Race and Culture. https://cfrac.com/publications/anti-racism-education-in-canada-best-practices/

Raby, R. (2004). 'There's no racism at my school, it's just joking around': ramifications for anti-racist
education. Race Ethnicity and Education, 7(4), 367–383.
https://doi.org/10.1080/1361332042000303388

Reed-Sandoval, A. (2019). Can Philosophy for Children Contribute to Decolonization? Precollege

Philosophy and Public Practice, 1, 27–41. https://doi.org/10.5840/p4201811284

Schwartz, K. (2019, September 17). Teaching 6-Year-Olds About Privilege and Power. KQED.
https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power.

Simmons, D. (2019). How to Be an Antiracist Educator. ASCD .

http://www.ascd.org/publications/newsletters/education-update/oct19/vol61/num10/How-to-Be-an-
Antiracist-Educator.aspx.

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ANTI-RACIST RESOURCES & WORKS CITED

Other Resources Worth Checking Out... Sociological Perspective

Dei, G. J. S. (1999). Knowledge and Politics of Social Change: The implication of anti-racism. British
Journal of Sociology of Education, 20(3), 395–409. https://doi.org/10.1080/01425699995335

Duhaney, P. (2010). Why is our Educational System Still Guilty of Whiteness? . Canadian Social Work
Review, 27(1), 95–111. https://www.jstor.org/stable/41669924

Maynard, R. (2017). The (Mis)education of Black Youth: Anti-Blackness in the School System. In
Policing Black lives: state violence in Canada from slavery to the present (pp.208–228). essay,
Fernwood Publishing.

Milne, E., & Wotherspoon, T. (2020). Schools as "Really Dangerous Places" for Indigenous Children
and Youth: Schools, Child Welfare, and Contemporary Challenges to Reconciliation. Canadian Review
of Sociology, 57(1), 34–52. https://doi.org/10.1111/cars.12267

Schick, C., & Denis, V. S. (2005). Troubling National Discourses in Anti-Racist Curricular Planning.
Canadian Journal of Education / Revue Canadienne De L'éducation, 28(3), 295–317.
https://doi.org/10.2307/4126472

General Resources worth looking at...

Anti-Racist Teaching Resources. American Philosophical Association.
https://www.apaonline.org/page/antiracistteaching#Diversity,%20Equity,%20and%20Inclusion%20in
%20the%20Classroom.

Gold, J. Diversity, Equity And Justice. Teaching Tolerance. https://www.tolerance.org/.

Holst, J. D. (2019). Toward a Theory of Race, Change, and Antiracist Education. Adult Education
Quarterly, 70(2), 175–192. https://doi.org/10.1177/0741713619884580

Kehoe, J. (1994). Multicultural Education vs Anti-Racist Education: The Debate in Canada.

http://www.socialstudies.org/sites/default/files/publications/se/5806/580605.html.

A Long Way Too Go: Educators Perspectives of Multiculturalism and Racism in Alberta K-12
Classrooms. Canadian Cultural Mosaic Foundation. (2019).
http://www.canadianculturalmosaicfoundation.com/educators.html.

Marshall , M. (2020, June 29). "He called me dirty!" Anti-Racist Teaching in the Elementary Classroom.
Medium. https://medium.com/@heinemann/he-called-me-dirty-anti-racist-teaching-in-the-
elementary-classroom-7c5f84f77b65.

EDUCATION 4380
 ANTI- RACIST EDUCATION ASHLEY HOISINGTON

ANTI-RACIST RESOURCES & WORKS CITED

General Resources worth looking at... Continued
Michie, K. (2020, October 13). Your Kids Aren't Too Young to Talk About Race: Resource Roundup.
Pretty Good . https://www.prettygooddesign.org/blog/Blog%20Post%20Title%20One-5new4.

Stamborski, A., Zimmermann, N., & Gregory, B. Scaffolded Anti-Racist Resources.

Google Docs.
https://docs.google.com/document/u/0/d/1PrAq4iBNb4nVIcTsLcNlW8zjaQXBLkWayL8EaPlh0bc/mob
ilebasic.

Teaching Tolerance. Let's Talk! https://www.tolerance.org/magazine/publications/lets-talk.

Other

Teacher Self-Evaluation
https://docs.google.com/document/d/1OT1-wV7ulYFpxQ3HAoo-7IID5Ap6s-MNEYwe3RRJGBo/edit

Anti-Bias Education for Young Children and Ourselves, Second Edition, By: Louise Derman-Sparks, Julie
Olsen Edwards, and Catherine M. Goins (https://www.naeyc.org/resources/pubs/books/anti-bias-
education)

The Conscious Kid- How to Talk to Kids About Race (https://www.theconsciouskid.org/how-to-talk-to-

kids-about-race)

Culturally Responsive Teaching & The Brain by Zaretta Hammond

*Please note: this is not an extensive list of

resources... With a google, you can find
TONS of teachers and other educators
engaging in this work.
Consider broadening your Professional
Learning Community on social media and
following some teachers who are doing this
as well!
You can find TONS of annotated picture
book lists as well... My favourite is from
@thetututeacher on instagram, her list is
linked here.
Image from: https://www.extrapetite.com/2020/06/actions-books-to-be-actively-anti-racist.html

EDUCATION 4380