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The discussion links public events to everyday impacts of structural racism.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/towards-critical-engaged-antiracist-learning-environments-article/589167/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/towards-critical-engaged-antiracist-learning-environments-article/589167.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the central claim about racism in the article?","Question",{"text":63,"@type":64},"Racism is presented as an ordinary, systemic feature of the world and as a symptom of white supremacy, not as an anomaly.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the article support its analysis of race and education?",{"text":68,"@type":64},"It uses critical race theory and critical pedagogy, informed by an autoethnographic research paradigm drawing on the authors’ contrasting experiences.",{"name":70,"@type":61,"acceptedAnswer":71},"What kinds of adult-education responses does the article consider?",{"text":72,"@type":64},"It explores what adult educators might do—or might choose not to do—in response to structural racism, aiming to connect different situations and highlight pervasive everyday impacts.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589167,1792171157,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Towards Critical, Engaged, Antiracist Learning Environments  \ncamilla fitzsimons and lilian nwanze  \nAbstract  \nRacism is not an anomaly, rather it is an ordinary feature of our world and is a symptom of white supremacy. This article draws from critical race theory and critical pedagogy to make sense of this assertion and to contemplate possible responses. Using an autoethnographic research paradigm, we draw from our own contrasting experiences and perceptions; for Lilian as a black naturalised Irish educator and for Camilla as a white, indigenous Irish educator, to offer reflections, analyses and concrete examples that might help other adult educators to respond toa topic that many people tend to avoid.  \nKeywords: White Supremacy, Structural Racism, Adult Education, Critical Race Theory, Critical Pedagogy, Autoethnography  \nIntroduction  \nIn 2009, Barack Obama became the first African American to be elected US President. Both of us remember how the images of his inauguration that were beamed across the world included a tearful Jessie Jackson—a former Democratic presidential nominee who is also African American. The mood was electric as people dared to believe that our world was perhaps moving in abetter, less racially-divided direction. Eleven years later, a very different image of race relations dominated our screens when, in 2020, the murder of George Floyd by a white police officer was captured on video and shared virally. Countless panels and programmes were organised to debate the demands of the US Black Lives Matter Movement, which originated in the middle of Obama’s presidency when three women, Alicia Garza, Parrisse Cullors and Opal Tometi, responded to police inaction following the death of teenager Trayvon Martin in 2013.  \nFloyd’s death seven years later galvanised the movement and many Irish people got involved. For days, the hashtag \\#blacklivesmatter trended domestically and over 5,000 people protested outside the US embassy, chanting ‘Black Lives Matter’and ‘defund the police’. The crowd also drew connections with discriminations in Ireland by demanding an end to our much-criticised Direct Provision (Pollock, 2020), a for-profit system of accommodation supports for people seeking international protection from persecution who often live for many years in sub-standard conditions.  \nExactly seven months after the death of George Floyd, George Nkencho, a 21-year-old Black man from North Dublin was shot dead by Irish Police (the Gardaí) in the front garden of his home in Dublin 15. Nkencho had a documented history of mental illness and had been involved in an earlier incident where he wielded a knife at staff in a local convenience store. Gardaí pursued him as he made his way home. He rang his own doorbell and his sister answered but was soon ordered to close it again. Despite her pleas that he was no threat to the family, Nkencho was shot in the back (Gallagher, 2021). Nkencho’s family have repeatedly raised concerns about the progress of the Gardaí’s internal investigation into his death (which at the time of writing is yet to conclude) and have called for an independent inquiry. In a country that had a few months before his death been so outraged by the death of George Floyd, the silence surrounding Nkencho’s death was deafening. Infact, some of the loudest voices heard were those modelled on US Blue-lives Matter rhetoric, a discourse that seeks to equate the dangers of police work with the deaths of people of colour whilst in police custody. Quinn (2020) argues this rhetoric does little to protect anyone’s life, rather it perpetuates police violence by fostering an environment of fear, hatred, and racism.  \nThis is also not the only situation where we believe a person’s ethnicity cannot be ignored. Ireland is one ofa number of European countries where statistics reveal that women of colour fare worse within maternity services. Rather shockingly, Ireland’s Confidential Maternity Death Enquiry has recorded‘a five","cbCaihqW8iXPc978","https://ap.wps.com/l/cbCaihqW8iXPc978","pdf",139956,"English","# Introduction\n## Framing the argument through public events\n## Structural racism in adult education contexts\n## Critical race theory and critical pedagogy","[{\"question\":\"What is the central claim about racism in the article?\",\"answer\":\"Racism is presented as an ordinary, systemic feature of the world and as a symptom of white supremacy, not as an anomaly.\"},{\"question\":\"How does the article support its analysis of race and education?\",\"answer\":\"It uses critical race theory and critical pedagogy, informed by an autoethnographic research paradigm drawing on the authors’ contrasting experiences.\"},{\"question\":\"What kinds of adult-education responses does the article consider?\",\"answer\":\"It explores what adult educators might do—or might choose not to do—in response to structural racism, aiming to connect different situations and highlight pervasive everyday impacts.\"}]","Towards Critical, Engaged, Antiracist Learning Environments - Article | PDF",1792066684,48]