Race ethnicity and education

English

Addressing the concept and evidence of institutional racism in education in Ireland│KITCHING, K. & CURTIN, A.│In: KITCHING, K. & CURTIN, A., eds. Racism and Education Conference and Networking Event, 2012 University College Cork. School of Education, University College Cork Institute for Social Sciences in the 21st Century, 43.

This proceedings document tells a critical story of the event. Using a social and cultural perspective on racism, power and education, it provides a set of questions for ongoing public, policy-maker and research debate. The publication and dissemination of this document was planned as part of the ‘New Ideas’ proposal. Its intended audience includes education and social policy-makers, and education and community practitioners, including anti-racism activists.

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The intersectionality of nationalism and multiculturalism in the Irish curriculum: Teaching against racism?│Bryan, A. (2009)│Race ethnicity and education, 12(3), 297-317. doi:10.1080/13613320903178261

This research explores the interrelationship between the production of national identity and multiculturalism in Irish schools and society. Working from the perspective that ideas about ‘race’ and nation are inextricably linked, I examine how contemporary nationalistic identity projects and processes map onto the current policy drive towards multicultural (or intercultural) education in Ireland. Informed by the intellectual oeuvre of Pierre Bourdieu, my analysis investigates state‐level discourses as they are articulated in recent anti‐racist policy documents and in the national curriculum, and how these broader discourses are interpreted at the local school level. Combining discourse analytic, observational and in‐depth interviewing techniques, I examine how state and school‐based intercultural policies and practices construct difference along racial‐ethnic and national lines, and consider the implications of these policies and practices for sustaining and contesting racism. The purpose of the research is to promote a deeper understanding of the ways in which racial inequality is reproduced through policies and practices which are purported to have egalitarian and anti‐racist aims. Implications of the study are discussed in terms of the state’s increasing reliance on intercultural education as a policy panacea to the intensification of racism in Irish society.

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‘How the Irish became CRT’d? ‘Greening’ Critical Race Theory, and the pitfalls of a normative Atlantic state view’│Kitching, K. (2015)│Race Ethnicity and Education, 18:2

This article considers the transatlantic use of Critical Race Theory (CRT) frameworks to critically interpret racism in education internationally, and the possibilities and pitfalls this has for understanding racism in Ireland. It argues for the importance of CRT’s framework on a number of grounds, but echoes cautions against the assumed, or sole use of a white/non-white framework to understand situated anti-racisms ‘elsewhere’. This caution focuses on less on CRT principles per se, and more on typically derivative ‘nationalist’ policy appropriations of anti-racism. Education policy (and research) misrepresentations of systemic racism as happening in another place, or at another time function by deracialising and ignoring complex Atlantic and wider (neo)colonial relations. By exploring the ‘troubling movements’ of education’s emergence within Irish-Atlantic-Empire politics, the article encourages postcolonial animations of CRT praxis. It shows ways in which CRT can work transnationally with and beyond white/non-white dualisms, to challenge derivative ‘normative state’ dilutions of educational anti-racisms

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MINORITIES IN HIGHER EDUCATION│2011 SUPPLEMENT│ Report released by the Center for Advancement of Racial and Ethnic Equity, American Council on Education

This update aims to help campus leaders, policy makers, and the general public by providing reliable and timely information that can build support for improvements in higher education. Especially at a time when demand for a college-educated workforce is increasing, the tracking of educational progress among races/ethnicities and by gender is important because substantial gaps persist among these groups. In addition, the fastgrowing racial/ethnic groups are the ones that historically have attained lower levels of education. Closing these gaps in educational attainment is essential for raising the education level of the overall U.S. population.