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What are the challenges and barriers in doing anti-discriminatory education? How might preservice and practicing teachers be better equipped with strategies and skills for engaging in anti-discriminatory learning about power, place, and privilege? How might a more critical gaze be encouraged in teacher education, and what role do these settings play in disrupting normalized and historical inequitable policies, practices, and subcultures to advance anti-discriminatory education? What anti-racist actions are required as we move forward? We recognize that addressing anti-discriminatory behaviors at the personal or individual level is not enough. Bias, stereotypes, and oppression live deep in the walls of policy, curriculum, and teacher choices within classrooms and beyond. We cannot take strides in achieving new understandings and actions against anti-discriminatory education if we continue to avoid crucial discussions. We believe that we all have to interrogate the ways in which our values shape the design of not only what is taught but also how something is taught. Educator and activist Lorena German emphasizes the importance of having crucial discussions when she states the following, “we must look at the concepts that are included and those that are excluded and realize that what we’re not talking about is also the problem--those silences in our curriculum are problematic” (Brown and Keels, Teaching Tolerance 66:29–31, 2021). This chapter proposal brings together voices from the Association for New Canadians with voices from Memorial University’s Faculty of Education, both of Newfoundland and Labrador. We intend to explore the importance of anti-racism and anti-discriminatory teaching strategies in curriculum documents and throughout teacher training pedagogies. Furthermore, this paper will delve into the importance of considering issues of power, place, person, and privilege in curriculum development and delivery. Finally, suggestions to enlighten, empower, and educate teachers about addressing systemic and institutional racism and discriminatory practices and policies will be offered.

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Empowering Anti-discriminatory Teacher Education: Power, Place, Person, and Privilege

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  • 发表日期：

    2025年

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  • Jan Buley,
  • Sanchita Chakraborty,
  • Renata Lang,
  • Abigail Peyton

摘要

What are the challenges and barriers in doing anti-discriminatory education? How might preservice and practicing teachers be better equipped with strategies and skills for engaging in anti-discriminatory learning about power, place, and privilege? How might a more critical gaze be encouraged in teacher education, and what role do these settings play in disrupting normalized and historical inequitable policies, practices, and subcultures to advance anti-discriminatory education? What anti-racist actions are required as we move forward? We recognize that addressing anti-discriminatory behaviors at the personal or individual level is not enough. Bias, stereotypes, and oppression live deep in the walls of policy, curriculum, and teacher choices within classrooms and beyond. We cannot take strides in achieving new understandings and actions against anti-discriminatory education if we continue to avoid crucial discussions. We believe that we all have to interrogate the ways in which our values shape the design of not only what is taught but also how something is taught. Educator and activist Lorena German emphasizes the importance of having crucial discussions when she states the following, “we must look at the concepts that are included and those that are excluded and realize that what we’re not talking about is also the problem--those silences in our curriculum are problematic” (Brown and Keels, Teaching Tolerance 66:29–31, 2021). This chapter proposal brings together voices from the Association for New Canadians with voices from Memorial University’s Faculty of Education, both of Newfoundland and Labrador. We intend to explore the importance of anti-racism and anti-discriminatory teaching strategies in curriculum documents and throughout teacher training pedagogies. Furthermore, this paper will delve into the importance of considering issues of power, place, person, and privilege in curriculum development and delivery. Finally, suggestions to enlighten, empower, and educate teachers about addressing systemic and institutional racism and discriminatory practices and policies will be offered.