Anti-Racist Moral Education: A Review of Approaches, Impact and Theoretical Underpinnings from 2000 to 2015

Autor/inn/en	Lynch, Ingrid; Swartz, Sharlene; Isaacs, Dane
Titel	Anti-Racist Moral Education: A Review of Approaches, Impact and Theoretical Underpinnings from 2000 to 2015
Quelle	In: Journal of Moral Education, 46 (2017) 2, S.129-144 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lynch, Ingrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2016.1273825
Schlagwörter	Racial Bias; Multicultural Education; Moral Development; Literature Reviews; Scholarship; Definitions; Power Structure; Disadvantaged; Racial Discrimination; Social Justice; Transformative Learning; Program Implementation; Intervention; Geographic Location; Coding; Educational Policy; School Policy; Foreign Countries; Outcomes of Education; United States; Canada; North America; United Kingdom; Norway; South Africa; China + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Multikulturelle Erziehung; Moralische Entwicklung; Scholarships; Stipendium; Begriffsbestimmung; Racial bias; Soziale Gerechtigkeit; Pädagogische Transformation; Codierung; Programmierung; Politics of education; Bildungspolitik; Schulpolitik; Ausland; Lernleistung; Schulerfolg; USA; Kanada; Nordamerika; Großbritannien; Norwegen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01