Simply providing children with racially and culturally diverse classroom materials is not enough ... more Simply providing children with racially and culturally diverse classroom materials is not enough to help children develop a positive racial identity, to challenge stereotypes about race, or to confront racism when they encounter it. Such materials need to be accompanied by discussions with teachers.
The Early Childhood Education and Care (ECEC) landscape, much like the K-12 education system in O... more The Early Childhood Education and Care (ECEC) landscape, much like the K-12 education system in Ontario, is largely encompassed by bias-free, neutral and colourblind narratives of identity and social location (Abawi, 2018). These discursive practices, which portray young children and early learning settings as raceless and equal spaces that engage children in interactions and discussions of race and identity, are inappropriate. Education in Ontario and Canada as an entity is marked by myth of the Canadian nation-state (Thobani, 2007) through celebratory, themed, recognition-based initiatives that mark differences, while leaving the status quo of whiteness unchallenged and intact (DiAngelo, 2018). The objective of this paper is to challenge discursive norms that perpetuate the dominant norm that young children do not see or notice race and are insulated from processes of racial socialization, through a reconceptualist framework. The paper does this by centering the socialization of r...
Antiracism can be an important analytical tool in helping educators understand and deal with youn... more Antiracism can be an important analytical tool in helping educators understand and deal with young children’s pro-White biases (positive attitudes towards White people compared to other groups).
Early childhood educators that participated in this study either minimized or denied racial incid... more Early childhood educators that participated in this study either minimized or denied racial incidents that took place in early childhood education settings.
A considerable portion of recent immigrant women do not speak English. Although immigrant women f... more A considerable portion of recent immigrant women do not speak English. Although immigrant women feel that knowing English is important, they are not always able to access or use English language training classes due to many barriers. The inability to speak English has a negative impact on immigrant women’s health, and limits their ability to access and use health services.
Translators/Interpreters should to be treated as research partners in all phases of qualitative r... more Translators/Interpreters should to be treated as research partners in all phases of qualitative research.
International Journal of Qualitative Methods, 2011
Based on experiences from a qualitative research project on immigrant women's English languag... more Based on experiences from a qualitative research project on immigrant women's English language acquisition, we critiqued the traditional positivist model, and identified a number of issues related to the engagement of translators/interpreters in feminist and community-based research. The issues that we identified amount to serious questions about ambiguities and ownership of translated language content; assumptions about community familiarity and cultural similarity between researchers, translators, and participants; negotiation of power and authority in the research process; and the risks faced by translators. In the end, though individual research team members bear responsibility over these shortcomings and need to strive to make our research practices more inclusive and equitable, the institutional context of research imposes severe limitations on the ideal alternative model of working with translators and interpreters as co-researchers.
In this paper we discuss how a group of young mothers, some married or common-law and some single... more In this paper we discuss how a group of young mothers, some married or common-law and some single, who were participants in a focus group that was part of a larger project on participation in community-based child and family programs, engage in empowered mothering by resisting the discourse that "a young mother is a social problem." This discourse includes the components "A baby having a baby" and "A young mum=poverty=a bad mum." These young mothers describe their parents' group as a context that fosters a sense of belonging, and feelings of empowerment. These young mothers are able to resist this discourse in a context of support, a context that is vital for these, and other, young mothers. Virtually all mothers are subject to the ideology of what it is to be a "good mother" (Ruddick, 2002). In North America this can include being "self-sac-rificing, cheerful and loving" (Middleton, 2006: 73). Recent writings about mothering rej...
In this collection, the authors illuminate the struggles and the successes encountered in the res... more In this collection, the authors illuminate the struggles and the successes encountered in the research partnership process. The authors come from a variety of disciplines, are at various stages of their academic careers, may or may not be part of the academy, adopt a variety of feminist lenses, have a range of research partners, and focus on a range of research topics. However, in keeping with feminist research that highlights “putting the self back into science,” all chapters share a focus on reflexivity, and in particular explore the impact of the research partnership process on the researcher. This “corridor talk,” often inaccessible and considered unimportant, is put at the centre of this feminist collection. Insights and lessons learned are shared, unsolved dilemmas are presented, and recommendations are made.
In this collection, the authors illuminate the struggles and the successes encountered in the res... more In this collection, the authors illuminate the struggles and the successes encountered in the research partnership process. The authors come from a variety of disciplines, are at various stages of their academic careers, may or may not be part of the academy, adopt a variety of feminist lenses, have a range of research partners, and focus on a range of research topics. However, in keeping with feminist research that highlights “putting the self back into science,” all chapters share a focus on reflexivity, and in particular explore the impact of the research partnership process on the researcher. This “corridor talk,” often inaccessible and considered unimportant, is put at the centre of this feminist collection. Insights and lessons learned are shared, unsolved dilemmas are presented, and recommendations are made.
Identity formation among Jewish adolescents was examined according to a goodness- '4f fit mod... more Identity formation among Jewish adolescents was examined according to a goodness- '4f fit model and an exploration-based/perspective-taking model. Forty-eight high school students living in Jewish dominant neighborhoods and 54 high school students living in Jewish nondominant neighborhoods completed measures of ideological, interpersonal, and ethnic forms of identity, self-esteem, and self-acceptance. A series of 2 (Context) x 2 (Gender) x 4 (Grade) ANCOVA procedures (controlling for religious orientation and religious attendance) were performed on subscales of ideological, interpersonal, and ethnic identity. Slight support was shown.for the goodness-of-fit model. Ideological identity diffusion was higher among Jewish nondominant participants, and ethnic behaviors and practices and total ethnic identity were higher among Jewish dominant adolescents. There were several significant correlations between ideological and interpersonal,forms of identity and self-esteem. Limitations of...
Simply providing children with racially and culturally diverse classroom materials is not enough ... more Simply providing children with racially and culturally diverse classroom materials is not enough to help children develop a positive racial identity, to challenge stereotypes about race, or to confront racism when they encounter it. Such materials need to be accompanied by discussions with teachers.
The Early Childhood Education and Care (ECEC) landscape, much like the K-12 education system in O... more The Early Childhood Education and Care (ECEC) landscape, much like the K-12 education system in Ontario, is largely encompassed by bias-free, neutral and colourblind narratives of identity and social location (Abawi, 2018). These discursive practices, which portray young children and early learning settings as raceless and equal spaces that engage children in interactions and discussions of race and identity, are inappropriate. Education in Ontario and Canada as an entity is marked by myth of the Canadian nation-state (Thobani, 2007) through celebratory, themed, recognition-based initiatives that mark differences, while leaving the status quo of whiteness unchallenged and intact (DiAngelo, 2018). The objective of this paper is to challenge discursive norms that perpetuate the dominant norm that young children do not see or notice race and are insulated from processes of racial socialization, through a reconceptualist framework. The paper does this by centering the socialization of r...
Antiracism can be an important analytical tool in helping educators understand and deal with youn... more Antiracism can be an important analytical tool in helping educators understand and deal with young children’s pro-White biases (positive attitudes towards White people compared to other groups).
Early childhood educators that participated in this study either minimized or denied racial incid... more Early childhood educators that participated in this study either minimized or denied racial incidents that took place in early childhood education settings.
A considerable portion of recent immigrant women do not speak English. Although immigrant women f... more A considerable portion of recent immigrant women do not speak English. Although immigrant women feel that knowing English is important, they are not always able to access or use English language training classes due to many barriers. The inability to speak English has a negative impact on immigrant women’s health, and limits their ability to access and use health services.
Translators/Interpreters should to be treated as research partners in all phases of qualitative r... more Translators/Interpreters should to be treated as research partners in all phases of qualitative research.
International Journal of Qualitative Methods, 2011
Based on experiences from a qualitative research project on immigrant women's English languag... more Based on experiences from a qualitative research project on immigrant women's English language acquisition, we critiqued the traditional positivist model, and identified a number of issues related to the engagement of translators/interpreters in feminist and community-based research. The issues that we identified amount to serious questions about ambiguities and ownership of translated language content; assumptions about community familiarity and cultural similarity between researchers, translators, and participants; negotiation of power and authority in the research process; and the risks faced by translators. In the end, though individual research team members bear responsibility over these shortcomings and need to strive to make our research practices more inclusive and equitable, the institutional context of research imposes severe limitations on the ideal alternative model of working with translators and interpreters as co-researchers.
In this paper we discuss how a group of young mothers, some married or common-law and some single... more In this paper we discuss how a group of young mothers, some married or common-law and some single, who were participants in a focus group that was part of a larger project on participation in community-based child and family programs, engage in empowered mothering by resisting the discourse that "a young mother is a social problem." This discourse includes the components "A baby having a baby" and "A young mum=poverty=a bad mum." These young mothers describe their parents' group as a context that fosters a sense of belonging, and feelings of empowerment. These young mothers are able to resist this discourse in a context of support, a context that is vital for these, and other, young mothers. Virtually all mothers are subject to the ideology of what it is to be a "good mother" (Ruddick, 2002). In North America this can include being "self-sac-rificing, cheerful and loving" (Middleton, 2006: 73). Recent writings about mothering rej...
In this collection, the authors illuminate the struggles and the successes encountered in the res... more In this collection, the authors illuminate the struggles and the successes encountered in the research partnership process. The authors come from a variety of disciplines, are at various stages of their academic careers, may or may not be part of the academy, adopt a variety of feminist lenses, have a range of research partners, and focus on a range of research topics. However, in keeping with feminist research that highlights “putting the self back into science,” all chapters share a focus on reflexivity, and in particular explore the impact of the research partnership process on the researcher. This “corridor talk,” often inaccessible and considered unimportant, is put at the centre of this feminist collection. Insights and lessons learned are shared, unsolved dilemmas are presented, and recommendations are made.
In this collection, the authors illuminate the struggles and the successes encountered in the res... more In this collection, the authors illuminate the struggles and the successes encountered in the research partnership process. The authors come from a variety of disciplines, are at various stages of their academic careers, may or may not be part of the academy, adopt a variety of feminist lenses, have a range of research partners, and focus on a range of research topics. However, in keeping with feminist research that highlights “putting the self back into science,” all chapters share a focus on reflexivity, and in particular explore the impact of the research partnership process on the researcher. This “corridor talk,” often inaccessible and considered unimportant, is put at the centre of this feminist collection. Insights and lessons learned are shared, unsolved dilemmas are presented, and recommendations are made.
Identity formation among Jewish adolescents was examined according to a goodness- '4f fit mod... more Identity formation among Jewish adolescents was examined according to a goodness- '4f fit model and an exploration-based/perspective-taking model. Forty-eight high school students living in Jewish dominant neighborhoods and 54 high school students living in Jewish nondominant neighborhoods completed measures of ideological, interpersonal, and ethnic forms of identity, self-esteem, and self-acceptance. A series of 2 (Context) x 2 (Gender) x 4 (Grade) ANCOVA procedures (controlling for religious orientation and religious attendance) were performed on subscales of ideological, interpersonal, and ethnic identity. Slight support was shown.for the goodness-of-fit model. Ideological identity diffusion was higher among Jewish nondominant participants, and ethnic behaviors and practices and total ethnic identity were higher among Jewish dominant adolescents. There were several significant correlations between ideological and interpersonal,forms of identity and self-esteem. Limitations of...
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Papers by Rachel Berman