Fighting Racism through Higher Education Policy, Curriculum, and Cultural Interventions
Edited By Virginia Stead
This book shouts out ways that we can and must respond to the sickening accumulation of racially inspired and systemically sanctioned deaths. Today, we remember the passing of young, Black Michael Brown in Ferguson, Missouri. In responding to this event, we are determined to dismantle the alexithymia (indifference to the suffering of others) that pervades our campuses. It is nothing less than a by-product of racism protected by the illusion of democracy.
RIP Jim Crow contains three sections: (1) Antiracist Theory and Policy; (2) Antiracist Administration, Curriculum, and Pedagogy; and (3) Antiracist Cultural Interventions.
Each of the 31 chapters contributes to the normalization of anti-racist policy within academic institutions, antiracist discourse within academic cultures, and institutional praxis that upholds speaking out against racist activity. The hope is that this book will also reduce racism in the broader world through academic relationships with community partners.
Chapter Six: Muslim Perspectives on Racism and Equitable Practice in Canadian Universities
Muslim Perspectives ON Racism AND Equitable Practice IN Canadian Universities
In this chapter I use the lens of Critical Race Theory (CRT) to explore the inclusive efforts of Canadian universities to address the needs of increasingly diverse populations in Ontario. Antiracist and inclusive practices are recognized for their vital importance in education. In fact, the Ontario Ministry of Education (OME) and the Ontario College of Teachers (OCT) have presented considerable research about inclusion and diversity for teacher education programs in Ontario-based universities. A report from the OME (2009) found that despite the growth of diverse racial and religious groups in Ontario, only 43 out of the 72 school boards in Ontario have an equity policy. Also, only 12 school boards included guidelines for religious accommodation (Ontario Ministry of Education, 2009). Thus, the Ministry report included “action items” that should have been implemented from 2008–2012 to address this need. Part of the Ministry’s action items for 2008–2009 was to “work with faculties of education and the Ontario College of Teachers to incorporate content pertaining to equity and inclusive education in preservice and in-service teacher education programs and to increase access for members of underrepresented groups” (Ontario Ministry of Education, 2009, p. 20). Despite the literature available on inclusive and antiracist education, relatively little is available on how marginalized students experience these initiatives. In other words, examining how marginalized groups in universities experience inclusive practices...
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