[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596443-105":59,"doc-detail-596443-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","troubling-national-discourses-in-anti-racist-curricular-planning","Troubling National Discourses in Anti-Racist Curricular Planning","","Examining the Canadian prairie context, this paper argues that anti-oppressive curriculum must scrutinize how everyday national discourses construct racial identifications, especially the production of whiteness where racism is often denied. Without critical race analysis, widely promoted narratives such as “celebration of diversity” may reproduce domination. The article challenges multiculturalism’s rhetoric as a symbolic “good” nation and emphasizes race analysis to counter victim-blaming and color-blind schooling practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/troubling-national-discourses-in-anti-racist-curricular-planning/596443/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/troubling-national-discourses-in-anti-racist-curricular-planning/596443.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why must anti-oppressive curriculum examine racial identifications?","Question",{"text":112,"@type":113},"Because national discourses help construct racial identities, privileging whiteness and marginalizing Aboriginal people and other racial minorities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can multicultural narratives affect curriculum outcomes?",{"text":117,"@type":113},"Multiculturalism can be enacted as a symbol of the “good” nation while ignoring power relations, making it insufficient and even counter-productive.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article suggest for preservice teacher preparation?",{"text":121,"@type":113},"It calls for race analysis for both students and faculty to counter common myths that racism’s effects can be overcome through assimilation or merit, and to address how privilege shapes outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596443,1792192056,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Troubling National Discourses in AntiȬRacist Curricular Planning  \nCarol Schick & Verna St. Denis  \nThe narrative of the Canadian prairie context is invested in intercultural relations that privilege whiteness and marginalize Aboriginal people and other racial minorities. We maintain that antiȬoppressive curriculum on the Canadian prairies must examine how racial identifications are constructed through commonplace national discourses. A curriculum that is antiȬoppressive needs to examine the production of racial identifications, including the construction of whiteness in a Canadian context, where racism often exists in denial. Without a critical race analysis, the “celebration of diversity” and other popular narratives have every possibility of reinforcing relations of domination.  \nKey words: antiȬoppressive education, Aboriginal education, critical whiteness studies  \nLes textes au sujet des Prairies canadiennes font surtout état de relations interculturelles qui privilégient les Blancs et marginalisent les peuples autochtones et les autres minorités ethnoculturelles. Selon les auteures, il faut analyser le mode deconstruction des identités ethnoculturelles à travers les discours nationaux trèsrépandus. Un programme scolaire qui se veut antioppressif doit tenir compte du processus de production identitaire, notamment~~ ~~chez les eurocanadiens où le racisme existe souvent, même s’il est nié . Sans une analyse critique portant sur l’identité ethnoculturelle, la promotion de la diversité et les autres discours populaires risquent fort de renforcer les relations de domination.  \nMots clés : éducation antioppressive, éducation dispensée aux autochtones, études critiques sur les eurocanadiens.  \nWe wish to trouble the way that particular narratives of Canadian nationalism and the discourses of multiculturalism have every potential to reinforce relations of domination. When power relations are not acknowledged in the production of racial identities and the nation,  \nCANADIAN JOURNAL OF EDUCATION 28, 3 (2005): 295Ȭ317  \nminorities are too readily blamed for the effects of racism; in contrast, the rhetoric of multiculturalism is enacted as a symbol of the “good” nation. We argue that the celebration of “cultural difference” and the narrative of the nation as raceless, benevolent, and innocent has implications for the reproduction of racial privilege. We are not alone (Bannerji, 2000; Britzman, SantiogȬValles, JimerizȬMuñoz, & Lamash, 1993; Calliste & Dei, 2000; Dei & Calliste, 2000; Mackey, 2002; Razack, 1998) in arguing that, by way of promoting racial equality and antiȬoppressive curriculum in schools, discourses that do not take into account the effects of racial discrimination, such as multicultural discourses, are not only insufficient but even counterȬproductive. Without acknowledging racism and race privilege in curricular practices, the effects of colonization continue.  \nWe wish to reaffirm the need for a race analysis for both students and faculty in preservice teacher preparation to counter commonplace tropes or mythologies that are part of a Canadian narrative. An analysis of racial inequality is necessary to counter the commonplace myth that the effects of racism can be overcome through assimilation or meritorious achievement. In the wellȬknown trope of blaming the victim, the one who feels the negative effects of inequality is the one who is burdened with overcoming the discrimination. Another trope, that of ethnicity or cultural difference, is cited as a temporary disadvantage whose effects can be lessened over time (Sleeter, 1993) . What these and other commonplace narratives do not account for is that access to privilege —such as white skin privilege — greatly improves one’s chances of avoiding systemic discrimination and overcoming disadvantage. Furthermore, the effects of racism are not addressed by outmoded, but perhaps well intended, themes that promote a raceless or colourȬblind version of Canada. Against these","cbCaivIm2ygVjOhx","https://ap.wps.com/l/cbCaivIm2ygVjOhx","pdf",269216,23,"English","# Key argument: anti-oppressive curriculum and national discourses\n## Critique of “celebration of diversity” and multiculturalism\n## Race analysis in teacher preparation\n## Local and personal narratives for understanding racialization","[{\"question\":\"Why must anti-oppressive curriculum examine racial identifications?\",\"answer\":\"Because national discourses help construct racial identities, privileging whiteness and marginalizing Aboriginal people and other racial minorities.\"},{\"question\":\"How can multicultural narratives affect curriculum outcomes?\",\"answer\":\"Multiculturalism can be enacted as a symbol of the “good” nation while ignoring power relations, making it insufficient and even counter-productive.\"},{\"question\":\"What does the article suggest for preservice teacher preparation?\",\"answer\":\"It calls for race analysis for both students and faculty to counter common myths that racism’s effects can be overcome through assimilation or merit, and to address how privilege shapes outcomes.\"}]","Troubling National Discourses in Anti-Racist Curricular Planning | PDF",1792083088,58]