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The controversy surrounding the teaching of racism, slavery and white privilege in U.S. schools, and its potential implications for Germany

  • In May 2020, the arrest and killing of George Floyd were followed by an uproar that reached far beyond Minneapolis (Taylor 2021). Under the “Black Lives Matter” (BLM) movement, people unitedly demonstrated against police brutality and systemic racism in the U.S. Though racially motivated police violence did not end with George Floyd. The incident contributed to a more visible reality of a judicial and societal system built upon racism. In 1989, legal scholars developed the Critical Race Theory to recognise and examine racism embedded in the legal system. However, racism is not only found in legal studies but is also ingrained in and reproduced by schools. Scholars indicate that the educational system in the U.S. is now more segregated and unequal than ever. Also, topics such as racism, Whiteness, and White-supremacy are underrepresented in schools and teacher education (Milner Ⅳ, Deans Harmon, and McGee 2022, 364). If and how a CRT perspective should be taught in schools depicts a current controversy between politics, teachers, and parents.

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Metadaten
Author:Carolin Rydzy
URN:urn:nbn:de:gbv:luen4-opus4-12799
URL: https://pub-data.leuphana.de/frontdoor/index/index/docId/1279
Advisor:Sabrina Völz (Dr.)
Document Type:Bachelor Thesis
Language:English
Year of Completion:2022
Date of Publication (online):2022/11/18
Date of first Publication:2022/11/22
Publishing Institution:Leuphana Universität Lüneburg, Universitätsbibliothek der Leuphana Universität Lüneburg
Granting Institution:Leuphana Universität Lüneburg
Date of final exam:2022/07/18
Release Date:2022/11/22
Pagenumber:44
Note:
Bachelortarbeit am Institute of English Studies, Area Studies (BA Lehren und Lernen)
Institutes:Fakultät Bildung
Dewey Decimal Classification:3 Sozialwissenschaften / 37 Bildung und Erziehung / 379 Bildungspolitik
Licence (German):License LogoDeutsches Urheberrecht