Post-racial pedagogy – challenges and possibilities

Gurnam Singh

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)
137 Downloads (Pure)


Against the backdrop of ongoing discussions about how best to conceptualise, confront and ultimately eradicate racism, this paper seeks to critically examine the relevance of ‘post-racial’ thinking, both in a general sense, but also in relation to education. The argument is framed around a concern that multi-cultural, and to a lesser extent, anti-racist approaches have become hostage to the very same essentialising practices around ‘race’ thinking that they seek to challenge. This is best illustrated in the plethora of racial, ethnic, geographic, national and religious categories that are currently deployed my many educational institutions in the furtherance of ‘equality and diversity’ policy objectives. In setting out some of the underpinning ideas and controversies linked with the idea of ‘post-racial’, the paper offers some tentative suggestions as to how a ‘post-racial pedagogy’ could be manifested in pedagogical practices.
Original languageEnglish
Pages (from-to)555-563
JournalRace Ethnicity and Education
Issue number4
Publication statusPublished - 25 Oct 2016

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in Race
Ethnicity and Educationon 25 Oct 2016 available


  • Race
  • post-race/post-racial
  • anti-racism
  • pedagogy
  • education


Dive into the research topics of 'Post-racial pedagogy – challenges and possibilities'. Together they form a unique fingerprint.

Cite this