Keywords
Anti-racism, Teacher candidates, racial literacy, Black history, universities, Blackness, racism.
Abstract
This paper examines the practice within universities of restricting the number of courses focussing on Black/African-Canadian history and ‘Blackness’, in the context of teacher education programs, and the implications for the unawareness of racial literacy among teacher candidates. The lack of such courses at select universities in Western Canada is discussed, as are the consequences for teacher candidates. Teacher education programs can address the systemic gaps in Black history courses and Black knowledge systems and better serve the interests of students by, offering courses that centers Black worldviews and hire Black scholars to foster a more equitable learning environment.
DOI
10.15760/nwjte.2021.16.2.8
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/36483
Recommended Citation
Radebe, Patrick and Opini, Bathseba
(2021)
"Racialization of Knowledge: How the Marginalization of Black History and Knowledges Fosters a Lack of Racial Literacy among Teacher Candidates,"
Northwest Journal of Teacher Education: Vol. 16
:
Iss.
2
, Article 8.
DOI: https://doi.org/10.15760/nwjte.2021.16.2.8