It’s the third day of my blogging journal (challenge) and I’ve been re-reading a little about an anti-racist education model by Guo and Jamai in: Innovations in Lifelong Learning. I first came across this when discussing ‘Inclusive Assessment’ with Alison Iredale and at the time I was, and still am of the view that it gives us much to think about in our education strategy, policies and practice. The authors believe that we need to consider aspects of privilege, difference and power and suggest some objectives:
- Integrate multiple centres of knowledge by adding diverse sources of knowledge to Eurocentric education; integrate indigenous, spiritual and community knowledge into the curriculum; create spaces for marginalised voices and promote alternative ways of knowing.
- Recognise and respect difference by considering and valuing complex identities; ensuring teaching practices acknowledge and validate identities and understanding how forms of difference intersect and interlock. Teaching about difference and power; re-thinking learning and authority and recognise own assumptions, beliefs and values.
- Effecting social and educational change through equity, access and social justice by systemic and fundamental organisational change which addresses inequities in structures and environments.
- Teaching for community empowerment by drawing margins into the centre; increasing individual and group self-esteem through active involvement and mutual respect.
The exposure and re-thinking of power relations, together with the construct of inclusion resonates with a paper I co-wrote with Alison which can be read here.
Whilst writing this the work of the Northern College enters my thoughts. Especially when talking of social justice, equality, difference and identity. There’s much food for thought on their activities in this blog.