When reading the
article by Philipippillai (2014), my attention was drawn to a couple of concepts.
She looks at schools that can serve as both the landmarks of colonial
frontiers (p. 112) and potential sites for anti-racism intervention as well. She
talks about anti-racist pedagogy as one that resists the forgetting, talks and remembers
the history no matter how controversial or difficult this knowledge can be. Socialization
into whiteness was done by female educators; and their voices were saying that
Tamil mothers and children were happy to be educated. We have never heard the
voices of the refugees themselves.
My question from that reading was how gender may influence
the public perception of suppression.
Marcotte (2010)
article also allows us to look at issue of Muslim women in Canada with the critical
perspective without generalizations and stereotypes. She states valuable ideas
about Muslim girls constantly re-negotiating their identities between the
family and ethnicity and the general Canadian societal values.
In the current tragic events we have to be careful
and try to get rid of stereotypes we all have, even though it is a continuous every
day work for every person. I came across a very informative article about the
criminalization of Arabic (After
Islamophobia comes the criminalisation of Arabic): http://www.aljazeera.com/indepth/opinion/2016/03/islamophobia-criminalisation-arabic-160320073445033.html.
The author talks about passengers being refused to border the airplane because
they were heard speaking Arabic to each other. So, profiling does not just occur
by race or other physical attributes, it is also done by the language people
speak.
That
raises the question if we are really racism free and how we can put the
antiracism theory we have learnt into practice as educators, citizens, and humans,
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