反平权行动:关于拒绝、种族主义和青年研究的教训

Shangi Vijenthira, Rifaa Ali, Erin Manogaran
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引用次数: 1

摘要

我们都是有色人种的女孩,就读于多伦多市中心的一所独立中学,在那里,尽管学生和城市人口种族多样,但我们的教学和指导人员大部分是白人。从我们在多伦多的个人经历以及在加拿大和美国的研究来看,我们把我们学校作为一个普遍存在的问题的例子:中学教师缺乏种族多样性。我们使用青年参与行动研究方法,着手调查我们学校这个问题的根源,但却遇到了学校行政部门和有色人种教师的拒绝和回避。他们似乎使用了各种辩护策略,以避免承认我们社会中的种族主义。我们将员工拒绝和逃避研究的方式分为三类:不屑一顾、合理化和粉饰粉饰。我们的研究成为青年研究困难的一个例子,并试图颠覆师生等级制度等结构。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Unaffirmative Actions: Lessons on Refusal, Racism, and Youth Research
We are all girls of colour attending an independent secondary school in downtown Toronto, where we learn from a majority white teaching and guidance staff, despite having a racially diverse student and city population. We used our school as an example of what we view as a widespread problem, both in our personal experiences in Toronto and as researched throughout Canada and the United States: a lack of racial diversity in secondary school faculty. Using youth participatory action research methodologies, we set out to investigate the source of this problem at our school, but instead encountered refusal and evasion by school administration and teachers of colour. They appeared to use various defense tactics to avoid acknowledging racism in our society. We categorized the ways staff refused and evaded our study into three groups: dismissiveness, rationalization, and sugarcoating. Our study became an example of the difficulties of youth research and of trying to subvert constructs like the teacher-student hierarchy.
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