A Healthy Dose of Race? White Students’ and Teachers’ Unintentional Brushes with Whiteness

Schulz, Samantha; Fane, Jennifer

doi:10.14221/ajte.2015v40n11.8

Cited by 10 publications

(7 citation statements)

References 42 publications

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“…This paper derives from a larger study that sought to understand how first-year pre-service education students make sense of and articulate socially critical HE (Fane and Schulz, 2017;Schulz and Fane, 2015). The purpose of the study was to examine how pre-service students understand HE and their role as health educators.…”

Section: The Studymentioning

confidence: 99%

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How do pre-service physical education teachers understand health education and their role as health educators?

Fane

Pill

Rankin

2018

Health Education Journal

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Objective: The purpose of this study was to examine how pre-service physical education (PE) teacher education students understand health education and their role as health educators. The challenges that a cohort of pre-service teachers ( n = 20) majoring and minoring in PE face in engaging in a socially contextualised understanding of health are examined. Design: Study participants were in a semester length foundational health education course. Following ethics board approval, participants’ reflective journals were accessed for data. The data were coded for themes and then analysed using Windschitl’s framing of constructivism in practice. Setting: Undergraduate health education teacher education programme at an Australian university. Results: Findings reveal how PE teacher education students made meaning of socially contextualised and contested areas of health, and developed their own understanding of health education pedagogical practice. Common challenges were evidenced by the students when attempting to explain their expanding understanding of health education pedagogy and practice. Conclusion: The simple understandings and conceptual ambiguities evident in this group of students help to explain why health education taught in secondary schools by PE teachers more often takes the form of ‘PE theory’ than health education.

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Section: The Studymentioning

confidence: 99%

“…This paper is limited to an exploration of qualitative data gathered from students' final reflective writing task and their weekly reading log and journals. Findings from the post-course student interviews and teacher academic journals are reported elsewhere (Schulz and Fane, 2015).…”

Section: Data Collectionmentioning

confidence: 99%

How do pre-service physical education teachers understand health education and their role as health educators?

Fane

Pill

Rankin

2018

Health Education Journal

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“…Moreover, educational institutions situate White students to be ignorant about structural racism (Yeung, Spanierman & Landrum-Brown, 2013, p.17) by engulfing students within walls of whiteness to shield them from attacks on white supremacy (Brunsma, Brown & Placier, 2013, p.718). Schulz and Fane (2015) argue that tertiary institutions are known to demote questions of whiteness and race within their curriculum to prevent students from becoming critically conscious of whiteness and racial discrepancies within academia (p.137).…”

Section: Whiteness In Academiamentioning

confidence: 99%

“…Moreover, Schulz and Fane (2015) assert that even though racism performs in subtle ways, institutional racism is very much visible at all levels in academia (p.138). Charbeneau (2015) proclaims that institutional racism is manifested in the 'hidden curriculum ' (p.656).…”

Section: )mentioning

confidence: 99%

Disrupting Whiteness Within Academia: Examining the Experiences and Understanding of Whiteness Among White Students Attending Ryerson University

Gawron¹

2021

Preprint

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This narrative qualitative research study explored the experiences and understanding of whiteness from three full-time white students at Ryerson University (RU). The theoretical framework draws from Critical Whiteness Studies (CWS) and Critical Whiteness Pedagogy (CWP). Based on existing literature on whiteness, this study utilized semi-structured telephone interviews with the three participants. The participants were randomly selected through recruitment posting and flyers on social media outlets such as Facebook. Data analysis included a thematic and structure of the narratives of the participants. The findings provided insight into how these white students at RU define whiteness and how they understand whiteness demonstrated in academia and, lastly, whether they have perpetrated or fought against whiteness within their academic institution. The results indicate that whiteness is not easily defined, and academia is incorporating diverse perspectives. This paper concludes with implications and discussion on future social work, followed by the conclusion. Key words: Academia, Critical Whiteness Studies, Critical Whiteness Pedagogy, colonialization, gender, whiteness, white students,

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“…We like many other international academics do not seek special consideration or treatment, nor do we want to be identified as "different" by virtue of our skin colour; rather, we wish to be seen and treated equally as academics. Whilst much has been written about whiteness and race in HE (Woodall, 2013;Schulz and Fane, 2015;Bhopal and Chapman, 2019;Mohamed and Beagan, 2019), Australians to a large extent feel uncomfortable to talk about race and find it more acceptable to talk about culture or ethnicity (Innes, 2009). For people of colour in predominately white institutions, non-whites "put up" with the emotional and psychological cost of being different, and in the case of Dawn an added marginalisation of being female (Mirza, 2006).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Colour, culture and difference in Australian teacher education: voices from the edge

Joseph

Johnson

2019

QRJ

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Purpose Although much has been written about international students in higher education in Australia, there is a paucity of research and discussion about international academics especially non-whites and their lived experience in the workplace. This paper represents the voices of two academics working in metropolitan universities in Melbourne. The purpose of this paper is to raise awareness of how in spite of all the goodwill and highbrow research, the “corridors of academia” need to be examined in considering the politics of inclusion and internationalisation as the authors still need to address issues of colour as they exist in the academy. Design/methodology/approach The authors use narrative inquiry and reflection to tell the story as both phenomenon and method where the phenomenon is the story and inquiry is the narrative. Findings The findings suggest student and staff perceptions of difference are mostly theorised but not practiced within the academy. Research limitations/implications The paper includes two voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. The authors recommend more professional development for staff and students alike to embrace issues of colour, culture and difference. Practical implications The authors draw attention to the need for academics to reflect on their behaviour within their own academic communities and be more aware of minority groups in academia. Social implications By including and listening to issues facing minority groups (academics and students) can only improve the social cohesion of university worksites. Originality/value This is an original work carried out by both authors. It raises concerns that may also be experienced international staff and or students.

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A Healthy Dose of Race? White Students’ and Teachers’ Unintentional Brushes with Whiteness

Cited by 10 publications

References 42 publications

How do pre-service physical education teachers understand health education and their role as health educators?

How do pre-service physical education teachers understand health education and their role as health educators?

Disrupting Whiteness Within Academia: Examining the Experiences and Understanding of Whiteness Among White Students Attending Ryerson University

Colour, culture and difference in Australian teacher education: voices from the edge

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