Theme: Teaching Gender, Class and Race in the Classroom

Music Lejla


Race and ethnicity represent the constructs that are political and used in order to make distinctions in between the human into ethnic groups (Turner, 2006, p. 490). According to Turner (2006, p. 490) there is difference in between the race and ethnicity. Race represents: “genetically transmitted characteristics popularly associated with different human groups, such as skin color, facial features, hair texture, and body type”. Ethnicity distinguishes groups through the language, nationality and religion as distinctive characteristics. Racial and ethnical relations are interactions in between the humans to which different racial and ethnical differences are ascribed at their birth. This paper analyses gender dimension of racial and national emotions. Empirical part of the paper focuses onto the analyses of racial emotions and behaviors, in order to examine the emotions towards the gender dimension of race in the group of students. The emotions towards the races and ethnicities are complex and represent one of the greatest problems of the contemporary since they produce racial and ethnical violence. Gender dimension of these emotions involve the marginalization, and discrimination against women giving the notion into the real position of the women in society as a group, and their vulnerability to racial and ethnical violence. In order to analyze the way in which, the race can be thought in the classroom, it is necessary to examine the opinion of the students, on the race. The main hypothesis of this paper is that the fight against racial and gender discrimination can unite all persons regardless of gender or color of their skin. Postcolonial and multicultural feminisms unite all the women and feminist in order to stop discrimination on the basis of the race, class, ethnicity, gender. Key terms: race, ethnicity, violence, women’s movement.

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