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ERIC Number: EJ1370367
Record Type: Journal
Publication Date: 2022
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2379-3406
EISSN: EISSN-2379-3414
Seeing Whiteness as Property through Métis Teachers' K-12 Stories of Racism
Gillies, Carmen L.
Whiteness and Education, v7 n2 p143-159 2022
Collaboration among Indigenous Peoples and the Saskatchewan government in Canada has led to Indigenous K-12 education progress concerning First Nations and Métis peoples, the Indigenous populations whose traditional territories exist within Saskatchewan. Acknowledging such advancements, this paper is concerned with how white identified students continue to graduate with higher completion and achievement rates than Métis and First Nations students. Critical race theory (CRT) can assist with understanding how racialised statistics persist in spite of decades of government administered Indigenous education initiatives and mandates. Contributing to anti-racist informed Indigenous education scholarship, this study applies aspects of CRT scholar Cheryl Harris's whiteness as property theory to a qualitative critical race methodological analysis of 13 Métis teachers' K-12 stories of racism. When viewed from a CRT lens, the findings suggest Métis teachers' experiences with racism in K-12 schools can contribute to our understanding of how to ensure democratic and racially just practices.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A