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Abstract
The various ways in which ‘racial forms of education’ have been conceptualised by policymakers and educationists is presented as a backcloth to a critique of multicultural education (MCE) and its concern with deracialised modes of analysis and strategies. This is followed by a consideration of antiracist education (ARE) and the ways in which research might assist policymakers in the enactment of non‐racist criteria in various educational settings.
[1] This article was prepared originally for the conference, Third World Perspectives and Social Policy in Contemporary Britain which was organised in December 1986 by the ESRC International Affairs Committee. A revised version was presented at a seminar at the Centre for Race and Ethnic Studies at the University of Amsterdam in March 1987. I am grateful to participants at bothvenues and Bruce Carrington, Richard Hatcher and Jenny Williams for their constructive comments on the earlier versions.
Notes
[1] This article was prepared originally for the conference, Third World Perspectives and Social Policy in Contemporary Britain which was organised in December 1986 by the ESRC International Affairs Committee. A revised version was presented at a seminar at the Centre for Race and Ethnic Studies at the University of Amsterdam in March 1987. I am grateful to participants at bothvenues and Bruce Carrington, Richard Hatcher and Jenny Williams for their constructive comments on the earlier versions.
