Les composantes de l'espoir critique dans les récits de parents Afro‐Canadiens de la Nouvelle‐Écosse

Bibliographic Data

ID12925705
AuthorsJohanne Jean-Pierre (0000-0003-4451-7098, York University, corresponding author)
Year2022
Volume59
Issue4
Pages507-524
Publication date2022-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCanadian Review of Sociology/Revue canadienne de sociologie (JOURNAL)
Journal identifiersISSN: 1755-6171 • E-ISSN: 1755-618X
PublisherWiley (PUBLISHER • GB)
DOI10.1111/cars.12409
PMID36336836
OpenAlexW4308365987
LanguageFR
Citations received3
References cited34

Recently, there is increasing awareness of the magnitude of anti-Black racism. As a consequence, several school administrations reiterated their commitment to foster an inclusive school climate and to challenge discrimination, including anti-Black racism. Critical hope is a theoretical concept that is considered essential to accomplish in-depth transformations to fight social injustices. Duncan-Andrade (2009) distinguishes three elements that produce critical hope in school settings: material hope, Socratic hope, and audacious hope. This article draws from data collected during a bilingual qualitative study conducted with African Canadians in Nova Scotia, including immigrants and African Nova-Scotians. The analysis of semi-structured interviews and focus groups conducted with 60 participants revealed the role of critical hope within critical pedagogy frameworks, including an anti-racist approach, to promote the development of concrete actions and critical consciousness among school personnel, while avoiding false hopes, cynicism, discouragement, or fatalism

Art · Ethnology · Humanities · Political science · Racism · Sociology · Critical Race Theory in Education · Education Discipline and Inequality · Gender Studies · Youth Development and Social Support

Tools

Open DOIOpen Access