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Intersektionale Perspektiven auf Bildungs- und Subjektivierungsprozesse
Series: Gender Studies
Pädagogisch-ästhetische Beiträge zu Korporalität, Sozialität und Politik
Diskriminierungskritische und intersektionale Perspektiven auf Chancengleichheit an der Hochschule
Theoriekonzepte - Kindheitsbilder - Bildungspolitik
Series: Pädagogik
Neuformation von rassistischen Ein- und Ausschlüssen in Zeiten neoliberaler Staatlichkeit
Series: Pädagogik
Die Ausblendung des Politischen im Diskurs über Rechte Gewalt
Perspektiven deutscher Frauen mit »Migrationshintergrund«

Tabelle 13: Description of Some Current Activities in Canada 2 Federal/National Interprovincial Provincial/Territorial NGO3 PCH (Multiculturalism) has published a series of reports citing evidence related to racism. PCH has summarized a CCSD report on immigrant youth. PCH funded a study of Canadian educa- tional policies and practices (Tator & Fran- ces, 1991) PCH has funded research into developing assessment tools to diagnose systemic ra- cial discrimination that can be used by school systems (Agocs & Jain). PCH has funded research into the most ef- fective

suffered from brutal forms of anti-Semitism and Palestinians today who experience anti-Arab racism under Israeli domination. The question of what has political priority, however, would depend upon which transformation of relations of oppres- sion are practically more urgent and while this would certainly depend upon the preceding categories, it would also depend upon the fashion in which all the forces acting in a concrete situation are deployed. As to the question of which split sets into motion all of the others, the priority would have to be given to class since class

the complexities of a multicultural, multilingual reality in the classroom if there is no capacity building to address the marginalizing, rac- ism, and stereotyping (Sleeter 2001) that manifests itself in diverse settings. A national survey by the US Department of Education found that only 32% of in-service teachers felt ―very well prepared‖ to meet the needs of culturally diverse children. Likewise, only 32% of teachers felt ―very well prepared‖ to meet the needs of students with disabilities and 27% felt ―very well prepared‖ to meet the needs of students