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Constructions of race in Brazil: resistance and resignification in teacher education

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dc.contributor.authorWindle, J.A.
dc.contributor.authorMuniz, K.
dc.date.issued2018
dc.description.abstractThis paper reflects on racial identification in Brazil, considering how concepts of race travel internationally and are transformed locally. In light of the silencing of issues of race in Brazilian public education, we analyse the experiences of student teachers of colour participating in a professional development project coordinated by the authors. We report findings of a qualitative study arising from the project, based on reflective journals and interviews, and focusing on processes of racial resignification and resistance. The narratives produced by participants are situated in relation to dominant discourses of racial democracy and mixing, which deny the possibility of a politicised Afro-Brazilian identity. We show how hybrid identifications, drawing on cultural resources and networks that involve transnational circulation, are part of the construction of new social identities in the context of teacher education.
dc.identifier.citationInternational Studies in Sociology of Education, 2018; 27(2-3):307-323
dc.identifier.doi10.1080/09620214.2018.1444504
dc.identifier.issn0962-0214
dc.identifier.issn1747-5066
dc.identifier.urihttps://hdl.handle.net/11541.2/26213
dc.language.isoen
dc.publisherTaylor & Francis
dc.rightsCopyright 2018 Informa
dc.source.urihttps://doi.org/10.1080/09620214.2018.1444504
dc.subjectrace
dc.subjectmigration
dc.subjectBrazil
dc.subjectidentity
dc.subjectinequality
dc.titleConstructions of race in Brazil: resistance and resignification in teacher education
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9916577232001831

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