scholarly journals Racial formation and education: A critical analysis of the Sewell report

Ethnicities ◽  
2022 ◽  
pp. 146879682110618
Author(s):  
Leon Tikly
Keyword(s):  
Education Policy ◽  
Critical Analysis ◽  
Ethnic Disparities ◽  
Racial Formation ◽  
Racial Projects ◽  
The Right ◽  
Cultural Justice

The article provides an analysis and critique of the education component of the 2021 Sewell Report on Race and Ethnic Disparities. It commences by providing a critical summary of the report focusing on its spurious claims to objectivity, the erasure of racism and the inadequacy of its recommendations. The second part of the article focuses on developing a contextualised analysis of the report. Omi and Winant’s ideas about racial formation are used to provide a lens through which to interpret the Sewell report as part of a wider hegemonic project of the right to redefine what it means to be British in the context of a deepening organic crises of capitalism. The article outlines the nature of the crisis. It locates the report within a consideration of three ‘racial projects’ that have shaped education policy, namely, the nationalist, multicultural and antiracist projects. Through advocating a ‘colourblind’ approach to education policy and the selective appropriation of multicultural discourse, it will be argued that the report needs to be understood as part of a wider effort to reconfigure the nationalist project in response to crisis. It is suggested, however, that despite its many flaws, the Sewell report poses challenges for those who have traditionally been aligned to multiculturalism and antiracism in education. The article concludes by setting out a vision for a new progressive project aimed at advancing racial and cultural justice that it is suggested, can begin to address these challenges.

The right of adults to education: A comparative analysis from the Portuguese and Italian policy agenda

2019 ◽  
Vol 14 (4) ◽  
pp. 477-501
Author(s):  
Rosanna Barros ◽  
Chiara Biasin
Keyword(s):  
Adult Education ◽  
Education Policy ◽  
Critical Analysis ◽  
Historical Context ◽  
School Contexts ◽  
Democratic Regimes ◽  
Policy Measures ◽  
The Subject ◽  
Policy Agendas ◽  
The Right

The subject of this article is the right of adults to education, with a focus on the critical analysis of education policy. We discuss human rights as a framework for citizenship in two national contexts of Southern Europe with the purpose of underlining key differences and similarities in countries with diverse histories but a similarly high number of low-qualified adults among their population. In view of the above, this paper provides a detailed historical context for adult education policy in those countries and expounds on how current Portuguese and Italian educational policy agendas have considered the right of adults to education in the context of their democratic regimes. For critical analysis we use Tomaševski’s theoretical 4A framework, built mainly for school contexts, and apply it to adult education policy. The objective is to understand ways of realizing the right of adults to education by means of policy measures undertaken by governments in those national states. Thus, we employed as an object of analysis the study of availability, accessibility, acceptability and adaptability of adult education and learning against the backdrop of current changes occurring in Europe. This heuristic exercise makes a significant contribution to adult education literature in times of neoliberal trends.

scholarly journals #ChinaMustexplain: Global Tweets, COVID-19, and Anti-Black Racism in China

2021 ◽  
pp. 003464462199268
Author(s):  
Anwar Ouassini ◽  
Mostafa Amini ◽  
Nabil Ouassini
Keyword(s):  
Black Community ◽  
Latent Dirichlet Allocation ◽  
Ethnic Disparities ◽  
Chinese Government ◽  
Global Response ◽  
Minority Community ◽  
Racial Ideologies ◽  
Racial Projects ◽  
Physical Presence ◽  
History Of

One of the consequences of the emergence of COVID-19 has been the glaring racial and ethnic disparities that have defined the course of the spread of the virus. As a recent migrant-minority community in China, the Black community’s experience has been defined by vulgar racism, exploitation, and stigmatization. In the context of COVID-19, the Black community in China was again a target of multiple racial projects which sought to label their bodies as diseased and physical presence as a threat to the viability and safety of the Han majority. The global response was to mobilize online to expose how the Chinese government is systematically facilitating discriminatory policies against Black migrants in China. In the present paper, we explore how Twitter was utilized to mobilize awareness about anti-Black racism in China. We first present a brief history of African migration to China and then discuss the Han racial ideologies that are inspiring the anti-Black racism. We then use latent Dirichlet allocation as a topic modeling algorithm to extract underlying themes to discuss how anti-Black racism in the COVID-19 context was framed and subsequently challenged by the global community. Finally, we conclude with a brief discussion on COVID-19 and the future of the Black community in China.

A Critique of Legal Framework Facilitating Access to Government Information in Tanzania

2015 ◽  
pp. 1737-1762
Author(s):  
John Ubena
Keyword(s):  
Critical Analysis ◽  
Good Governance ◽  
Universal Access ◽  
Case Law ◽  
Legal Framework ◽  
Theory And Practice ◽  
Government Information ◽  
The Media ◽  
Right To Information ◽  
The Right

This chapter provides a critical analysis of the legal framework for access to information particularly information held by government in Tanzania. The analysis intends to establish whether the existing Right To Information (RTI) legal framework and ICT development in Tanzania facilitates universal and requisite access to government information. In order to do that, the chapter utilises a literature review to understand contemporary trends in both theory and practice. In addition, journal articles, books, reports, case law, and pieces of legislation focusing on RTI are visited to obtain deeper insights in the topic under scrutiny. The findings indicate that, despite Tanzania's efforts to embrace democracy virtues, good governance, and technology, the country lacks adequate legal framework to facilitate universal access to government information and ensure that the Right To Information (RTI) is observed in all the socio-economic contexts. To rectify this problem, there is need to enact the RTI law with clear focus of encouraging access to government information. Although two bills (the Media Service Bill [MSB] and the 2011 RTI) are currently being debated, it is not clear yet when they will become law and subsequently practiced.

Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative

2019 ◽  
Vol 56 (3) ◽  
pp. 499-529
Author(s):  
Deena Khalil ◽  
Elizabeth Brown
Keyword(s):  
Critical Race Theory ◽  
Critical Analysis ◽  
Critical Race ◽  
Race Theory ◽  
Parent Survey ◽  
Student Demographics ◽  
School Demographics ◽  
Hidden Patterns ◽  
The Right ◽  
Whiteness As Property

Purpose: This article describes one charter school’s ‘diversity’ initiative—a relocation to a racially and socioeconomically diverse site—intended to reintegrate minoritized students displaced by gentrification. Research Design: We employ Critical Race Quantitative Intersectionality to frame the descriptive analyses of student enrollment, city census, and parent survey data that narrates the resulting student demographics after a school’s relocation. Our goal in utilizing an anti-racist framework rooted in Critical Race Theory is to a) quantify the racist material impact of “race-neutral” reform through intersectional data mining, b) disrupt the notion of letting “numbers speak for themselves” without critical analysis, and c) taking a transdisciplinary perspective to reveal the hidden patterns of whiteness under the guise of diversity. Findings: Our findings highlight the limits of a school’s agency to implement ‘diversity’ policies aimed at reintegrating minoritized students displaced from opportunity. While the relocation racially diversified the student population, the policy failed to reintegrate the district’s historically minoritized population. This exclusion both limited who had the right to use and enjoy the school and reinforced the school’s status and reputation, thus cementing its whiteness as property. Implications: We conceptualize diversity dissonance as a framework that challenges the unary ahistorical criteria that describe current school demographics, and calls for leaders and policymakers to problematize how the construct of diversity is interpreted when considering minoritized students’ access to programs and schools. Diversity dissonance situates diversity from solely an inclusive rhetoric to an exclusionary one, where limited access reinforces status—mimicking rather than juxtaposing whiteness.

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