Learning in Social Action: Students of Color and the Québec Student Movement

Lena Palacios, Rosalind Hampton, Ilyan Ferrer, Elma Moses, Edward Oh Jin Lee


It is clear that neoliberal policies, along with austerity measures, serve to reinforce and further the oppression of marginalized groups such as poor and working class, Indigenous, racialized, migrant, LGBTQ, and women. Racialized people, especially racialized women, systematically earn less income that their non-racialized counterparts, end up in more precarious employment, are 2 to 4 times more likely to live in poverty, encounter structural discrimination within the labour market and take longer to pay off student debt. Consequently, tuition hikes disproportionately impact racialized communities, systematically excluding even more racialized people from university education. Through their participation in the 2012 Québec student strike, members of Students of Colour Montreal asserted that broader issues of systemic inequality are considered and that links be made between the predominantly White student movement and ongoing struggles for Indigenous, racial and migrant justice.

Full Text:


JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563