Drawing from a review of literature that has explored the history of scientific racism, this article considers how understanding the history of race, as an 18th- and 19th-century invention of Western Europe and the United States, can enhance Canadian anti-racist teacher education. I begin with a review of key conceptual building blocks of race — racial categories, racial hierarchies, White male intellectual superiority, and racial purity — and then outline pivotal historical stages that led acclaimed researchers to denounce race science in the mid-20th century. To conclude, I draw from anti-racist theory to discuss implications for present-day Canadian teacher education regarding who benefits from racism, who can be racist, school-based deficit and essentialist racist practices, and K–12 curricular connections.
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Carmen Gillies (Wed,) studied this question.
www.synapsesocial.com/papers/69a75f2ac6e9836116a2a575 — DOI: https://doi.org/10.26443/mje/rsem.v59i3.10194
Carmen Gillies
McGill Journal of Education / Revue des sciences de l éducation de McGill
University of Saskatchewan
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