Abstracts
Abstract
The purpose of this article is to confront critical issues of race and add a missing critical analysis of the attempts to implement culturally relevant pedagogy (CRP) within education in Nova Scotia and across North America. This critical analysis addresses the inequitable learning environments facing Black learners. The stories of both pre-service and in-service teachers highlight the need for educators, educational leaders, and policymakers to embed decolonizing steps to implement CRP and overcome systemic racism in education. Their accounts demonstrate that changes in policies have not led to an understanding of CRP, decolonizing, or an interruption to systemic racism. Without decolonizing steps, including giving educators the time and opportunity to decolonize their thinking, efforts to implement CRP will fail.
Keywords:
- decolonize,
- anti-racism,
- systemic racism,
- culturally relevant pedagogy,
- teacher beliefs,
- deficit thinking
Résumé
L’objectif de cet article est d’affronter les enjeux critiques liés à la race et d’apporter une analyse critique manquante des tentatives de mise en œuvre de la pédagogie sensible et adaptée à la culture (PSAC) dans l’éducation en Nouvelle-Écosse et à travers l’Amérique du Nord. Cette analyse critique aborde les environnements d’apprentissage inéquitables auxquels font face les apprenants noirs. Les récits d’enseignants mettent en évidence la nécessité, pour les éducateurs et les responsables scolaires, d’intégrer des démarches de décolonisation afin de mettre en œuvre la PSAC et de surmonter le racisme systémique dans l’éducation. Sans démarches de décolonisation, notamment offrir aux enseignants le temps et l’occasion de décoloniser leur pensée, les efforts visant à mettre en œuvre la PSAC échoueront.
Mots-clés :
- décoloniser,
- antiracisme,
- racisme systémique,
- pédagogie sensible et adaptée à la culture (PSAC),
- conceptions des enseignant,
- pensée déficitaire
Appendices
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