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Although anti-discriminatory and anti-racist pedagogies gained significant traction within the education system in recent years, Arabs—the ethnic group typically pertaining to those whose native language is Arabic and those who originate from the Arab world in Western Asia and Northern Africa—are often neglected and/or disregarded in anti-racist and anti-discriminatory discourse. This chapter will give specific focus to the ways in which anti-Arab racism persists within elementary and middle schools. Put simply, anti-Arab racismAnti-Arab racism within schools can be defined as discrimination directed toward students who identify or are perceived as Arab, in addition to any anti-Arab rhetoric within the curriculum and school culture. In particular, this chapter will highlight the significant contributing factors of anti-Arab racism in schools, including the rendered invisibility of Arab students and their culture, which occurs not only as a result of their complex racialization but also due to the lack of literature on the Arab world and on anti-Arab racism within schools. An additional contributing factor is in regard to the inaccuracies and stereotypes connected to Arabs; these derive from two main sources, being OrientalismOrientalism and the politicization of the Arab world. The chapter will then present solutions as to how elementary and middle schools can dismantle and resist anti-Arab racism. Specifically, educators must incorporate the reflective and deliberate act of unlearning through both fact-checking and providing counter-narratives. Furthermore, teachers must prioritize and build community through direct contact with Arab groups and voices, in addition to providing students with clear opportunities for engaging with social justice initiatives that ultimately encourage them to challenge and think critically about anti-Arab racismAnti-Arab racism when they witness it. The chapter will end with a conclusion that summarizes the significant implications of this form of racism on the larger world of education as a whole.

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Anti-Arab Racism in Elementary and Middle Schools

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  • 发表日期：

    2025年

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  • Danah Khalil

摘要

Although anti-discriminatory and anti-racist pedagogies gained significant traction within the education system in recent years, Arabs—the ethnic group typically pertaining to those whose native language is Arabic and those who originate from the Arab world in Western Asia and Northern Africa—are often neglected and/or disregarded in anti-racist and anti-discriminatory discourse. This chapter will give specific focus to the ways in which anti-Arab racism persists within elementary and middle schools. Put simply, anti-Arab racismAnti-Arab racism within schools can be defined as discrimination directed toward students who identify or are perceived as Arab, in addition to any anti-Arab rhetoric within the curriculum and school culture. In particular, this chapter will highlight the significant contributing factors of anti-Arab racism in schools, including the rendered invisibility of Arab students and their culture, which occurs not only as a result of their complex racialization but also due to the lack of literature on the Arab world and on anti-Arab racism within schools. An additional contributing factor is in regard to the inaccuracies and stereotypes connected to Arabs; these derive from two main sources, being OrientalismOrientalism and the politicization of the Arab world. The chapter will then present solutions as to how elementary and middle schools can dismantle and resist anti-Arab racism. Specifically, educators must incorporate the reflective and deliberate act of unlearning through both fact-checking and providing counter-narratives. Furthermore, teachers must prioritize and build community through direct contact with Arab groups and voices, in addition to providing students with clear opportunities for engaging with social justice initiatives that ultimately encourage them to challenge and think critically about anti-Arab racismAnti-Arab racism when they witness it. The chapter will end with a conclusion that summarizes the significant implications of this form of racism on the larger world of education as a whole.