Page 90 de 326
Taking the Bull by the Horns: The Critical Perspectives and Pedagogy of Two Black Teachers in Anglophone Montreal Schools
Type of resource | |
---|---|
Author/collaborator |
|
Title |
Taking the Bull by the Horns: The Critical Perspectives and Pedagogy of Two Black Teachers in Anglophone Montreal Schools
|
Abstract |
In the midst of the complicated racial-linguistic landscape that is Montreal, the author maintains that the educational experiences of the relatively small population of Anglophone Blacks are often "invisibilized" within the education literature, and relatively little attention is paid to the nature of Black students' and educators' struggles with racism and Euro-centricity within Anglophone schools in Montreal. The author shares the experiences of, and racism witnessed by, two Black teachers in Montreal. Their narratives paint a picture of the consequences and effects of educating Black students within a colour-blind context in Montreal schools, as well as the pedagogies and personal philosophies they work through to resist and challenge the context of denial within Canadian education. The author ends with a discussion of the ways in which the teachers' pedagogies align with critical anti-racist praxis, and nascent forms of African-centred pedagogy.
|
Publication |
Race Ethnicity and Education
|
Volume |
Vol. 17
|
Issue |
no. 4
|
Pages |
494-517
|
Date |
2014
|
Language |
en
|
URL | |
Citation |
Howard, Philip S. S. “Taking the Bull by the Horns: The Critical Perspectives and Pedagogy of Two Black Teachers in Anglophone Montreal Schools.” Race Ethnicity and Education Vol. 17, no. 4 (2014): 494–517. https://www.mcgill.ca/dise/files/dise/howard_-_taking_the_bull_by_the_horns.pdf.
|
Find in a library | |
Permalink |
Page 90 de 326