Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World and in Education

Whiteness and White privilege are not terms that are easily identifiable, well known and or universally accepted. This article argues that Whiteness captures different, overlapping and fundamental concerns that shape contemporary societies globally, and can be used to understand, problematize and deconstruct a range of social conditions, interactions, and lived realities for all people. Education, social class affiliations, religious connections, and an infinite number of experiences shape (individual and collective) identity; however, the history of our times has made race an inextricably salient feature of our collective consciousness. There have been multiple claims of color-blindness, and the prospect of a post-racial society has been propagated by many mainstream, normative groups, especially espousing the Eurocentric (White) vision and version of reality, history, hegemony, culture and society. To meaningfully discuss Whiteness and White privilege, it is necessary to consider the context, and how historical, cultural, social, political, and economic factors are diverse (and sometimes similar) in varying geographic spaces and nations. The objective of work around Whiteness is, ultimately, to build a more decent society, achieve greater levels of social justice, and to address the deeply held values, manifestations, and realties that can lead to marginalization, racism, hatred, differentiated outcomes, and perverse social realities within cultural diversity, and ‘multicultural’ societies. This article links the analysis of Whiteness, power, and privilege to education, concluding with some suggestions for critical engagement in and through education so as to, hopefully, lay the groundwork for social justice and a more socially just society. 

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

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- ou multiculturelle et l’édu cation 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 en milieu scolaire francophone à Montréal. 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 souli gnent la nécessité d’introduire les éléments d’une perspective antiraciste au sein de l’éducation à la citoyenneté.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- or multicultural 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.Este artículo se interroga sobre la importancia de la aceptación de los elementos de un enfoque antirracista y antidiscriminatorio en educación intercultural y en educación a la ciudadanía en medio escolar. Interesándose en las especificidades y las relaciones del enfoque antirracista con la educación inter o multicultural y la educación a la ciudadanía, este artículo presenta, por principio, su «valor agregado», las críticas que le han realizado y su presencia comparada en los medios escolares de Quebec y de Ontario. En el caso de Quebec, se describen brevemente las políticas y las prácticas en niveles primario y secundario a partir de los resultados de un estudio realizado por Portvin, McAndrew y Kanouté (2006), sobre la educación antirracista en el medio escolar francófono de Montreal. En Ontario, el análisis es más general y examina el Reporte de la Comisión Nacional sobre la educación (1995), así como la única política antirracista (Ministerio de Educación de Ontario, 1993), formulada por un gobierno neo-demócrata. En conclusión, elementos de prospectiva enfatizan la necesidad de introducir las dimensiones de una perspectiva antirracista al interior de la educación a la ciudadanía

Le Baobab en quête de ses racines : la « Négritude » d’Aimé Césaire ou l’éveil à un humanisme identitaire et écologique dans l’espace francophone

La pensée d’Aimé Césaire (1913-2008), à la fois discours poétique, posture politique et conscience écologique bien avant l’heure, révèle un lieu de révolte symbolique où convergent une « communauté d’oppressions subies ». Césaire exprime un rapport au monde en quête de sens, en quête de racines. Les mots-stylets du poète sont ciselés comme pour mieux façonner la conscience critique aiguë nécessaire pour transcender les barrières géographiques, raciales ou disciplinaires. La « Négritude » de Césaire prend l’allure d’un manifeste écopolitique qui s’adresse à tous les « damnés de la terre » pour les enjoindre à une fougueuse reconquête de soi, en marche vers une « humanitude » partagée. On y retrouve les principes de l’écologisme et de la mouvance critique. Il y est question de dignité bafouée, du devoir d’indignation, d’imaginaires à reconquérir, d’engagement collectif, de vigilance subversive et d’identité-monde. Césaire, justement appelé le baobab de la poésie, porte haut et loin sa quête de racines. Il les découvre dans la terre et le ciel, dans l’eau, l’air et le feu, les cinq éléments mythiques de la nature. Métissant culture et nature, Césaire a réalisé une ode au vivre-ensemble qui vise à combattre tous les colonialismes.Nous explorons un site peu fréquenté de l’oeuvre de Césaire : son rapport au monde selon une perspective écologique. Les dimensions poétique, politique, environnementale et éducative de son oeuvre sont abordées dans trois de ses écrits : le poème La Négritude, le Discours sur le colonialisme et le Discours sur la Négritude. Cette exploration met en évidence la Négritude comme un humanisme qui prend racines dans l’identité-monde noire.The thinking of Aimé Césaire (1913-2008), a combination of poetic discourse, political stance and ecological awareness well ahead of its time, reveals a place of symbolic revolt where a “community of experienced oppressions” converge. Césaire expresses a relationship to a world in search of meaning, in search of roots. The poet’s stylus-words are chiselled as if to better create the sharp critical awareness required to transcend geographical, racial and disciplinary barriers. Césaire’s “Negritude” takes on the appearance of an eco-political manifesto addressed to all the “damned of the earth”, inviting them to a spirited winning back of self, a march towards a shared “humanitude”. In his writing, we find the principles of environmentalism and a critical shift. There is a question scorned dignity, the duty of indignation, imaginary worlds to re-conquer, collective commitment, subversive vigilance and identity-world. Césaire, justly called the baobab tree of poetry, searches high and low in his quest to find his roots. He discovers them in the earth and sky, in the water, air and fire, the five mythical elements of nature. Intermingling culture and nature, Césaire created an ode to sharing the planet that aims to combat all forms of colonialism.We explore a little-known site of Césaire’s work: his relationship to the world from an ecological perspective. The poetic, political, environmental and educational dimensions of his work are explored in three of his poems: Negritude, Discourse on Colonialism and Discourse on Negritude. This inquiry shows Negritude as a humanism rooted in the black identity-world.El pensamiento de Aimé Césaire (1913-2008), a la vez discurso poético, postura política y conciencia ecológica precoz, revela un lugar de rebelión simbólica donde convergen una “comunidad de opresiones sufridas”. Césaire expresa su relación con un mundo en busca de sentido, en busca de raíces. Las palabras-punzón del poeta están cinceladas como para modelar mejor una conciencia crítica aguda, necesaria para trascender las barreras geográficas, raciales o disciplinarias. La “Negritud” de Césaire adopta la forma de un manifiesto ecopolítico que se dirige a todos los “condenados de la Tierra” para empujarlos a una reconquista fogosa de sí, en marcha hacia una “humanidad” compartida. Encontramos aquí los principios del ecologismo y del movimiento crítico. Se trata de dignidad violada, del deber de indignación, de imaginarios por reconquistar, de compromiso colectivo, de vigilancia subversiva y de identidad-mundo. Césaire, acertadamente llamado el baobab de la poesía, logra que su búsqueda de raíces vuele alto y lejos. Las descubre en la tierra y el cielo, en el agua, el aire y el fuego, los cinco elementos míticos de la naturaleza, conjugando en un mismo mestizaje cultura y naturaleza. Césaire compone una oda a la convivencia que busca combatir toda forma de colonialismo.Exploramos un lugar poco frecuentado en la obra de Césaire : su relación con el mundo desde una perpectiva ecológica. Las dimensiones poética, política, mediambiental y educativa de su obra se analizan en tres de sus escritos : el poema Negritud, el Discurso sobre el colonialismo y el Discurso sobre la Negritud. Esta exploración pone de manifiesto la Negritud como un humanismo arraigado en la identidad del mundo negro

The Obama Education Files: Is There Hope to Stop the Neoliberal Agenda in Education?

The contributors to this special issue of The Journal of Inquiry and Action provide insight into why the Obama administration’s educational policies manifest the dominance of neoliberal ideology over most elements of social life. The articles presented herein build on the work originally presented in The Phenomenon of Obama and the agenda for Education: Can hope audaciously trump neoliberalism? (Carr & Porfilio, 2011)

Seeking Democracy Inside, and Outside, of Education: Re-conceptualizing Perceptions and Experiences Related to Democracy and Education

This conceptual article underscores the importance of critical engagement in and through education with a view to enhancing education for democracy (EfD). As a centerpiece to illustrating this connection, we refer to our research project, which engages international actors through an analysis of the perceptions, experiences and perspectives of education students, educators and others in relation to EfD. The article presents the Thick-Thin Spectrum of EfD and a Spectrum for Critical Engagement for EfD to re(present) the problematic of political engagement and literacy on the part of teacher-education students. The findings of our study highlight a necessity for education to be connected and linked to deliberative and participatory democracy in a critical manner in order to create positive, progressive, and transformative educational opportunities, especially in relation to inequitable power relations and social justice. In sum, we seek to re(conceptualize) the meaning of democracy within, and for, education while making the linkage with the lived experience of future educators and others involved in formal education

An overview of tea research in Tanzania - with special reference to the Southern Highlands.

The history of tea development in Tanzania from the early part of this century to the present is summarised. Average yields of made tea from well managed estates in the Mufindi district have increased from around 600 kg ha-1 in the late 1950s to 3000 kg ha-1 at the present time: by comparison, yields from smallholder farms have remained much lower, averaging only 400-500 kg ha-1. There have been a large number of technical, economic and other changes over the last 30 to 40 years. The removal of shade trees, the use of herbicides, the application of NPK compound fertilisers, the introduction of irrigation (on some estates) and changes in harvesting policy have all contributed to the increases in yield. Financial and infrastructural problems have contributed to the low yields from many smallholders and others, and have limited the uptake of new technology. The contribution of research is reviewed, from the start of the Tea Research Institute of East Africa in Kenya in 1951, through to the development of the Marikitanda Tea Research Centre in Amani in 1967; the Ngwazi Tea Research Unit in Mufindi (1967 to 1970, and from 1986), and lastly the Kifyulilo Tea Research Station, also in Mufindi in 1986. The yield potential of well fertilized and irrigated clonal tea, grown at an altitude of 1800 m, is around 6000 kg ha-1. This potential is reduced by drought, lack of fertilizer, bush vacancies and inefficient harvesting practices. The corresponding potential yields at high (2200 m) and low (1200 m) altitude sites range from 3000-3500 kg ha-1 up to 9000-10000 kg ha-1 and are largely a function of temperature. The opportunities for increasing yields of existing tea, smallholder and estate, are enormous. Tea production in the Southern Highlands of Tanzania is about to expand rapidly. Good, appropriate research is needed to sustain this development over the long term, and suggestions on how best this is done in order to assist the large scale producers as well as the smallholders, are discussed

Using Semantic Web Technologies to Support Enhanced Situation Awareness

The AKTiveSA project is using Semantic Web technologies to support information fusion and enhanced situational awareness in a simulated humanitarian relief scenario. We have developed an application that shows how situational awareness can be supported during humanitarian relief situations; often occurring alongside military conflict. Semantic Web technologies provide new opportunities for harvesting information from numerous, disparate and often heterogeneous information sources and can be used to better support complex knowledge fusion

Linking Global Citizenship Education and Education for Democracy through Social Justice: What can we learn from the perspectives of teacher - education candidates

The respective projects of education for global citizenship and education for democracy are inherently intertwined; the richness and salience of one is dependent on the expression of the other. While both of these ideals are varied and broad in definition, they are each gaining prominence in theoretical debates, in policy development, and at the school level, where the implementation of (formal) education takes place. In this article we examine the construction of meanings ascribed to global citizenship education, survey its position in the curriculum today, and connect it with education for democracy. Structured around the findings of a multi-faceted study with teacher-education candidates in education programs at an Ontario, Canada, university, this article uses data that demonstrates how education for democracy, like global citizenship education, is largely perceived in and between a binary of mainstream and critical orientations. Further, we find that central descriptors of critical perspectives have been coopted or conflated, resulting in reduced meaning. To add a practical element to this conversation, we present six proposals to develop and bolster the critical facets of education for democracy and global citizenship, including addressing the local in global, welcoming conflict in learning sites, and highlighting the primacy of equity in each approach

Bound and resonance states of the nonlinear Schroedinger equation in simple model systems

The stationary nonlinear Schroedinger equation, or Gross-Pitaevskii equation, is studied for the cases of a single delta potential and a delta-shell potential. These model systems allow analytical solutions, and thus provide useful insight into the features of stationary bound, scattering and resonance states of the nonlinear Schroedinger equation. For the single delta potential, the influence of the potential strength and the nonlinearity is studied as well as the transition from bound to scattering states. Furthermore, the properties of resonance states for a repulsive delta-shell potential are discussed.Comment: 19 pages, 10 figure

Pedagogies against dispossession: Principles for a transformative eco/demopedagogy as a vehicle for social and environmental justice

Se analiza el contenido pedagógico de las luchas que las comunidades Zapatistas y las comunidades purépechas en México llevan a cabo contra del despojo y por la defensa de los territorios y el entorno ecológico. Se plantea que tales luchas de resistencia de los pueblos indígenas, en la medida que se orientan a la defensa del territorio y toda forma de vida que habita sobre éste, producen saberes y prácticas pedagógicas sobre los cuáles es posible construir, en los países del norte del mundo, una pedagogía transformativa que busque la protección de la vida a partir de formas de democracia densa y contra-hegemónica. El artículo discute una serie de principios que pueden orientar la práctica de una pedagogía crítica de corte ambientalista, democrática y emancipatoria, que aquí denominaremos eco/demopedagogía transformativa. Este artículo construye sobre los postulados teóricos de la pedagogía de la liberación latinoamericana y la pedagogía crítica norteamericana. Su base metodológica es la investigación documental y la observación etnográfica directa en las comunidades indígenas mencionadasThis paper discusses the pedagogical implications of the struggles that the Zapatistas in Chiapas and the Purépecha communities in Mexico have been carrying out against dispossession and for the defense of the territories and the ecological environment. Such struggles, insofar as they focus on the defense of territories and all forms of life that dwell on it produce forms of pedagogical praxis from which we can learn and build, in the Global North, a form of transformative pedagogy aimed at stimulating the conscientization about and protection of all forms of life based on counter-hegemonic and transformative forms of democracy. The article discusses a set of principles that are meant to guide the development and practice of an environmental/ecological, democratic and emancipatory critical pedagogy, which we have labelled herein transformative eco/demopedagogy. This article builds upon the theoretical tradition developed by the Latin American liberation pedagogy and the North American critical pedagogy. Documentary research and direct ethnographic observation in the aforementioned indigenous communities constitute, likewise, the methodological basis of this articl