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This essay redirects the topic of race and education to a place considered outside the field of education. The author shifts conceptual and practical focus on racial antagonism in education from the mainstream and multicultural emphasis on teaching and curriculum reform. She looks at the problem of diversity and difference as a problem of social integration of modern individuals and groups into a destabilizing bureaucratic order. The establishment of education response is also discussed.

This paper deals with the discourses related to race and anti-racism in a social sciences textbook for grade 12 Ontario students that was published in 2002. It is argued that the complexities of race and anti-racism are not dealt with systematically and cohesively. The textbook does not adequately address the topics of race and racism within the present Canadian social structure, leaving the discussion of complex and controversial ideas concerning race and racism virtually unexplored. In addition, the opportunity to make use of current scholarly work has been ignored or distorted. This is particularly important in light of recent developments regarding the impact of September 11, and the ensuing 'war on terror' and the changing dynamic of race relations in North America. [ABSTRACT FROM AUTHOR]

Examines different theoretical and methodological approaches to youth and violence. Existence of a schism between theory and practice in contemporary critical scholarship in education; Multiple ways in which young people experience violence; Factors that have undermined schools' capacity to address the needs of contemporary youth.

This article traces the growth of mainstream and radical theories of race in education. In this study three areas will be examined which can be considered crucial points of difference and tension between and within mainstream and radical approaches to racial inequality in the curriculum and educational literature. These areas can be summarised as follows: (a) the structure-culture distinction, (b) macro-versus micro-theoretical and methodological perspectives on race and (c) the issue of historical variability versus essentialism in the designation of racial categories. The case will also be made for an alternative approach to racial inequality, here called a nonsynebronous theory of race relations in schooling and society. In advancing the position of nonsynchrony, essentialist and reductionist or single-cause explanations of the persistence of racial inequality in education currently being offered in both the mainstream and radical curriculum and educational literature will be argued against. Instead, attention will be directed to the complex and contradictory nature of race relations in the institutional life of social organisations such as schools.