Race and Racism in Education: An Educational Philosophy and Theory Reader, Volume XIII. L.Jackson and M.A.Peters, 2023. New York, Routledge. 226 pp, £125.00 (hb) £39.99 (pb)

deeply critiques the phenomenon of race and racism in the context of education, policy, and pedagogical practice.It discusses several theoretical perspectives, such as critical race theory (CRT), postcolonial thought, and cross-border analyses, which highlight neutrality in education and systemic injustice.It explores issues of whiteness in academia, racialised disciplinary practices, and the limitations of colour-blind ideologies.It also explores in depth how race is institutionalised in education.Its interdisciplinary approach provides both global and local insights, encouraging educators and policymakers to implement the anti-racist movement in education.This book will be an indispensable resource for those committed to the establishment of a just and inclusive academic environment.In the first of the book's 12 chapters, Joseph A. Diorio argues that the desire for improvement can be realised through rational reflection and that education should play a role in equalising social influences rather than simply reinforcing natural differences.Morwenna Griffiths then challenges traditional liberal views of equality and justice by emphasising making both liberal and non-liberal values coherent in practice.Marvin Lynn outlines the concept of critical race pedagogy informed by CRT and Afrocentrism, while Laurence Parker and David O. Stovall examine some of the limitations of critical pedagogy in relation to the permanence of racism, and how CRT perspectives have been used to analyse racism in educational contexts.In addition, Zeus Leonardo critiques post-racial writings in general.He dissects the main contours of post-racial thinking, presents post-racial thinking for educationists, and discusses long-term implications regarding post-racial societies in countering optimism about whiteness.Building on these themes, Awad Ibrahim portrays the intersecting issues of race, racialisation, and language, and draws on the lived experiences of African students in Ontario, Canada, with theories on postcolonialism and the politics of language.The seventh chapter, by Julie Maybee, concerns teaching CRT to students who are considered minorities.She emphasises that learning CRT could prove to be a life-changing experience for them.In a related discussion, Kyung Eun Jahng unravels the discourses embodied by the Californian education system in the nineteenth century.Through Foucauldian encounters, it has been shown that Asian-American children who are considered a minority are perceived as 'abnormal' foreigners due to the shifting factors of discourse.Likewise, Connie Wun examines the US education policy called No Child Left Behind (NCLB) from the perspectives of Lacanian psychoanalysis and CRT.The researcher asserts that NCLB can restructure schools and also reproduce the image of Black subjects as a problem.Michael A. Peters highlights concern about the ability to communicate and the challenges faced by scholars and those who have been brave enough to confront