What's the Point? Anti-Racism and Students' Voices against Islamophobia

Autor/in	Housee, Shirin
Titel	What's the Point? Anti-Racism and Students' Voices against Islamophobia
Quelle	In: Race, Ethnicity and Education, 15 (2012) 1, S.101-120 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2012.638867
Schlagwörter	Social Justice; Muslims; Student Attitudes; Ideology; Interaction; Social Bias; Islam; Islamic Culture; Teacher Role; Consciousness Raising; Student Experience; Political Issues; Classroom Environment; Interpersonal Relationship; Foreign Countries; Racial Bias; Social Theories; Mass Media Effects; Seminars; Educational History; Teaching Methods; United Kingdom + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Muslim; Muslimin; Schülerverhalten; Ideologie; Interaktion; Islam; Kultur; Lehrerrolle; Bewusstseinsbildung; Studienerfahrung; Politischer Faktor; Klassenklima; Unterrichtsklima; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Racial discrimination; Rassismus; Gesellschaftstheorie; Seminar; History of education; Bildungsgeschichte; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
Abstract	In a climate of Islamophobic racism, where media racism saturates our TV screens and newspapers, where racism on the streets, on campus, in our community become everyday realities, I ask, what can we--teachers, lecturers and educationalists--do in the work of anti-racism in education? This article examines classroom debates on Islamophobia by exploring the connections between student experiences and the wider social political issues and ideologies that create and re-enforce racism. The underlying interest for me is to examine the ways in which classroom interaction; dialogue and exchanges can undo racist thinking by informed anti-racist critique. This article has three sections; first, I discuss the multicultural and anti-racist discourses within education in the British context. I then go on to explore theoretical developments found in Critical Race Theory (CRT) as a tool for this anti-racism in education. In the second section I examine Islamophobia, the hatred of Muslims, as a measurement of current racism. My interest is to explore the meanings of Islamophobia, and its relevance to students lived realities. Media representation and text on Islamophobia are used as a way of pulling out the student views and lived experiences of such racism. In the final section I raise the question of "what's the point of studying racism?" Here I discuss a class seminar on the viewing of a YouTube role play of a racist incident against a hijaab wearing woman. The "point here" is to unpack student's views and reactions to Islamophobia. I conclude that classroom discussions can be a place where anti-racist, anti-sexist and anti-oppressive views emerge to inform the discussion for social justice in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10