| dc.description.abstract | Schools in Canada reflect the country’s racial diversity. Race relations therefore
is an issue that most schools face. In this study, teacher and student perceptions
of race relations at a secondary school were explored, including students and
teachers’ lived experiences and how, if at all, they feel racism in schools should
be addressed. The two main racial groups in the school were White and
Aboriginal. The participants in this study were grade 11 students of Aboriginal
and White descent, and a sample of teachers. A qualitative research
methodology was used to explore participant perceptions. To collect data,
interviews were conducted, writing tasks were administered, and a document
analysis of the Board’s anti-racism policy was done. Students had a wide range
of perceptions of race relations in their school, from denial of any difference
between the groups, to anger over unequal treatment of the two groups.
Participants provided their own definitions of racism and explained how it is or is
not present in their school. Many students and teachers reported cases of racial
name-calling, jokes, slurs, and stereotypes. Teachers discussed some
challenges of teaching in a racially diverse setting. Most students and teachers
believed that schools have a responsibility to address racism, and provided
suggestions for doing this. Implications of the findings are discussed, as well as
recommendations for the school and the school board. | |
