Building anti-racist education through spaces of border thinking

Abstract

ABSTRACT This paper seeks to identify strategies for anti-racist higher education, drawing on scholarship that locates structural racism in global and local centre–periphery relations. We first examine how the centre-periphery divide has been identified and challenged in anti-racist intellectual and political movements, focusing on exchanges and solidarity between peripheral territories. We then discuss the implications of this framework for the setting in which the authors work: Brazilian higher education. The Brazilian university sector has recently expanded through affirmative action policies that have resulted in an influx of Black students from urban peripheries. However, the dominant nationalist ideology in Brazil has historically denied racial divisions, presenting a myth of racial democracy and delegitimising transnational links between anti-racist movements. Reflecting on our own experiences and perceptions through a narrative approach, we draw out elements of border thinking that we believe can contribute to anti-racist pedagogical and institutional relationships.