Student Attitudes; Violence

Dominant conceptions of race, racism, and antiracism are becoming increasingly untenable. Based on research inside multiethnic schools, this paper explores the possibilities for a new, critical, and grounded approach to antiracism. It combines new research findings on antiracist practice in English secondary schools and a critical review of recent developments in the theorizing of contemporary subject identities. The paper concludes by outlining an approach ("critical antiracism") that addresses directly the lived experiences of teachers and students while recognizinL, the dynamic and contingent nature of racism. Critical antiracism acknowledges the complexity of contemporary identity politics and builds on original case study research in schools that h've moved beyond rhetoric, to address antiracism as a central and crucial part of the lives of students and teachers. Of particular importance is the role students themselves play in encouraging a more rigorous and workable approach to antiracism. Included is a figure that provides a brief chronology of racial violence against children and youth in England. (Contains 54 references.) (Author /SLD) Reproductions supplied by EDRS are the best that can be made * from the original document. racism, modernity and schooling: new directions in andracist theory and practic