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dc.contributor.advisorPozo Andrés, María Mar del 
dc.contributor.advisorBraster, Johannes F.A. (Sjaak)
dc.contributor.authorSchelvis Sijpenhof, María Luce
dc.date.accessioned2020-12-16T09:07:21Z
dc.date.available2020-12-16T09:07:21Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/10017/45447
dc.description.abstractBy using critical race theory as a framework and methodology, this project explores racism in Dutch educational contexts in the years 1968-2017 by analyzing the relationship between (1) depictions of Black history and Black people in history secondary school textbooks (content and visuals), (2) teachers’ racial ideologies, and (3) the self-perceived racial identities of Black students. The first part of the thesis qualitatively explores racialized narratives in Dutch textbooks through eight representative depictions of Black people, from a sample containing 200 textbooks. Racialization is displayed through two types of visual narrative structures: a) “racialization through otherness”, using one-sided stereotypical identities and racial hierarchy and b) “racialization through sameness”, maintained through color-blind frames, racialized narratives and minimization of race talk. Next, all depictions of Black people identified in Dutch history textbooks selected (1064 images and 1518 text fragments), are quantitatively analyzed. Based on multiple correspondence analysis, four clusters were found and named ‘anti-racist’, ‘non-racist’, ‘color-blind’, and ‘racially essentialist’. The findings show that ‘color-blind’ and ‘non-racist’ depictions are most salient, and that ‘racially essentialist’ and ‘anti-racist’ depictions are less present. However, ‘racially essentialist’ depictions in text and image have clearly increased in the period between 1968-2017, while ‘anti-racist’ depictions have remained relatively stable over the years. Furthermore, most images of Black people are categorized as ‘racially essentialist’ and very few are categorized as ‘anti-racist’. The second part of the thesis is based on 63 semi-structured oral history interviews (28 held with (former) teachers and 35 held with former students). Three discourses (similar to the textbook depictions) were identified, which reflect respondents’ ideologies: color-blind discourse, racially essentialist discourse, and anti-racist discourse. White (former) teachers overwhelmingly express color-blind discourses and use very similar frames to those that researchers have found are utilized in the US. Moreover, as has been shown in American research, former Black students are much more likely to offer anti-racist discourses, but they display color-blind discourses and (in very select cases) racially essentialist discourses to reflect their ideologies as well. Thus, color-blindness as a dominant ideology influences even those who are negatively affected by it. Furthermore, teachers, without realizing it, are constantly constructing their racial realities based on three discourses of whiteness: (1) the normalization of whiteness while racializing the “other”, (2) the minimization of historical and contemporary racism and whiteness, and (3) the non-racial explanation of inequities. The third part of the thesis focuses on how racial socialization messages in schooling, through teachers and in textbooks inform former Black students’ self-perceived racial identities. Former Black students have reported receiving proactive rather than protective messages from teachers and textbooks. Teachers are reported to be mostly silent about race, while textbooks portray both silence and color-blind racial socialization messages. Most respondents have also experienced racism in schooling, for example through teachers’ disciplinary patterns, performance expectations, under-evaluations, etc. All of these experiences and racial socialization messages have informed former Black students’ sense of racial identity in one way or another. Overall, most respondents have thought of themselves in terms of race (affected by ascribed identifications), but the dimensions of their racial identifications have been influenced differently by experiences with racism and racial socialization messages (in schooling). Explicit experiences with racism and cultural socialization messages seem to have a direct influence on respondents’ racial identities, while sole messages of color-blindness, silence, and egalitarianism did not generally trigger exploration.es_ES
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEducation Sciencees_ES
dc.subjectSociology and Cultural Scienceses_ES
dc.titleTeachers, Textbooks and Black Identity: Color-Blind Racism in Dutch Education (1968-2017)es_ES
dc.typeinfo:eu-repo/semantics/doctoralThesisen
dc.subject.ecienciaEducaciónes_ES
dc.subject.ecienciaEducationen
dc.contributor.affiliationUniversidad de Alcalá. Departamento de Ciencias de la Educaciónes_ES
dc.contributor.affiliationUniversidad de Alcalá. Programa de Doctorado en Educaciónes_ES
dc.type.versioninfo:eu-repo/semantics/acceptedVersionen
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessen


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