Anti-racist moral education: A review of approaches,impact and theoretical underpinnings from 2000 to 2015 |
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| Authors: | Ingrid Lynch Sharlene Swartz Dane Isaacs |
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| Institution: | 1. Human and Social Development programme, Human Sciences Research Council, Cape Town, South Africa;2. Department of Psychology, Rhodes University, South Africa;3. Department of Sociology, University of Cape Town, South Africa |
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| Abstract: | Racism is a moral issue and of concern for moral educators, with recent social movements such as #BlackLivesMatter highlighting how far we are from obliterating racial oppression and the unearned privilege whiteness confers. To contribute to a more formalised approach to anti-racist moral education, this article systematically reviews 15 years of peer-reviewed scholarship concerned with anti-racist education, to establish the definitions and aims of anti-racist education drawn on, the theoretical frameworks underpinning these, the methods used in education efforts, and their intended impact. It also considers the geo-political aspects of knowledge production in the field, such as author country location and implementation context of empirical studies. It concludes with implications for moral education in classroom and community contexts and advocates for anti-racist moral education that comprise three interconnected components—making visible systemic oppression (visibilising), recognising personal complicity in oppression through unearned privilege (recognising) and developing strategies to transform structural inequalities (strategising). |
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| Keywords: | Anti-racist education anti-oppressive education critical pedagogy systematic literature review |
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