Dear white teacher: this black history month, take a knee

Tosolt, Brandelyn

doi:10.1080/09518398.2019.1706198

Cited by 7 publications

(11 citation statements)

References 24 publications

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“…Moreover, it is also giving this ongoing support to practitioners to teach and discuss decolonising the curriculum within wider discussions on Fundamental British Values (FBV) which are currently taught in English classrooms (DfE, 2014;Revell and Bryan, 2018;Vincent, 2019;Stronach and Frankham, 2020). Furthermore, we all need to reflect upon how and where Black History Month and Black Lives Matters fits into English curricula beyond October and February in the United Kingdom and United States of America, respectively (Doherty, 2019;Bell et al, 2020;Tosolt, 2020). Change is only going to happen politically and recently published reports from the Labour Party and an Independently appointed Commission by Government in England give some idea of where current change agendas reside or as significantly do not reside within English politics (Labour Party, 2020; Commission on Race and Ethnic Disparities, 2021).…”

Section: The Opportunities and Challenges In Transforming Curriculummentioning

confidence: 99%

Proclamations and provocations: Decolonising curriculum in education research and professional practice

Race

Gill

Kaitell

et al. 2022

Equity in Education & Society

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Given the current resurgence of interest in decolonisation in education and the wider social sciences, this article aims to bring an original contribution to an evolving and important discussion. The methodology of this work is possibly unique in the sense that it allows a range of academics from an English university to voice their decolonising proclamations. The authors of the article are a combination of white, black, Asian and mixed raced colleagues who have come together as part of a support group entitled: ‘Beyond the Threshold: dismantling racism together’. They draw upon their research and apply professional practice in relation to differing aspects of generally decolonising education and specifically decolonising curricula. We believe as a group that the notion of decolonising applies to all sections of education and not only schools, but nurseries, colleges and universities. The objective of this paper is to proclaim our advocacy of the need to decolonise and provoke the reader into reflecting and thinking about her/his feelings, views and experiences on decolonising. We hope this will encourage more research within education contexts into the complexity of decolonising the curriculum, as well as increasing equity in education and society.

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Section: The Opportunities and Challenges In Transforming Curriculummentioning

confidence: 99%

Proclamations and provocations: Decolonising curriculum in education research and professional practice

Race

Gill

Kaitell

et al. 2022

Equity in Education & Society

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“…It places a responsibility on educators to rally against white supremacy and cultivate a classroom environment in which all students can thrive. Of course, this can be a daunting task, as the US system of education is intricately intertwined with whiteness and white supremacy and only acknowledges the genius of Black and Brown youth as an exception to the rule of racial inferiority (Tosolt, 2020). Due to the racist foundations of education, abolitionist teaching also requires imagination: the imagination to form new ideas, use theories of social justice to create a new curriculum and abolish the systems that continuously push Black and Brown students to the margins of the classroom.…”

Section: Abolitionist Teaching and Imaginationmentioning

confidence: 99%

“…To imagine a school system that centers Black and Brown students, white teachers must relinquish the power of whiteness. However, whiteness is valuable, so much so that it is bound to a system of financial, physical and psychological investments and consistently uses creative means to challenge and reassert dominance (Bebout, 2014;Delgado and Stefancic, 2012;Tosolt, 2020). The socially constructed worth of whiteness makes it a tangible thing, a piece of property owned by the identity carrier and like property, whiteness must be protected.…”

Section: Failure To Imagine Curriculum and Schooling Beyond The Whitenessmentioning

confidence: 99%

“…Thus, it is also essential that we engage our colleagues in a program redesign instead of just a course redesign. The amount of personal reflection, community work and imagination needed to combat antiblackness in English education is immense, so standalone social justice courses will not work (Tosolt, 2020). As Ladson-Billings' (1999) argued, teacher preparation programs will have greater success in preparing anti-racist teachers when they focus on "changing the philosophy and structure of teacher education programs" (p. 221).…”

Section: Failure To Imagine Curriculum and Schooling Beyond The Whitenessmentioning

confidence: 99%

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Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education

Toliver

Hadley

2021

ETPC

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Purpose This paper aims to identify how white preservice teachers’ inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers’ responses mirror how the larger field of English education fails to imagine Black and Brown life. Design/methodology/approach Using abolitionist teaching as a guide, the authors use reflexive thematic analysis to examine the rhetorical moves their preservice teachers made to defer responsibility for anti-racist teaching. Findings The findings show preservice teachers’ rhetorical moves across three themes: failure to imagine Black and Brown humanity, failure to imagine a connection between theory and practice, and failure to imagine curriculum and schooling beyond whiteness. Originality/value By highlighting how preservice teachers fail to imagine spaces for Black and Brown youth, this study offers another pathway through which teacher educators, teachers and English education programs can assist their faculty and students in activating their imaginations in the pursuit of anti-racist, abolitionist teaching.

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“…Indeed, whiteness is often enacted through the daily, seemingly inconsequential interactions that occur in everyday living (Gillborn, 2006(Gillborn, , 2019. Teachers, even those people who strive to be "racially-just" (Matias, 2016) or "progressive" (DiAngelo, 2018), may fail, at times, to recognize their role in maintaining the daily iterations of whiteness (Crowley, 2016(Crowley, , 2019, especially through white supremacy (Simmons, 2019(Simmons, , 2021 in culture (Okun, 2021;Tosolt, 2020) and policing tactics (Kaler-Jones, 2020). This is especially true of white 2 people, who tend to embody the particularities of whiteness (Hawkman, 2018) and make up the majority of teachers who sustain whiteness (Picower, 2021;Sleeter, 2017;Tosolt, 2020).…”

Section: Critical Whiteness Studiesmentioning

confidence: 99%

The purpose is process: Exploring humanizing social emotional praxes in elementary education

Drake

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v CHAPTER 1. INTRODUCTIONSocial emotional learning (SEL) is defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL), the flagship organization for SEL in the U.S., as: the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish, and maintain supportive relationships, and make responsible and caring decisions. (2020a, para. 1) By learning about various abilities (i.e., self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) and related skills intended to facilitate students' social relationships and manage their emotions, SEL purportedly guides students to develop the social emotional competence to be successful in school, future careers, and life.Despite its popularity in PK-12 U.S. public schools, however, SEL frequently runs the risk of becoming "white supremacy with a hug" (Simmons, 2021). Students from marginalized backgrounds-students of color, gender-nonconforming youth, and/or youth whose families are forced to survive economic instability or poverty in under-resourced communities, among other students with identities that are subjugated-are often subjected to SEL as white supremacy, an enactment devoid of a sociopolitical analysis that legitimizes and honors their emotions and relationships. Schools and teachers often implement SEL to control students, particularly students of color (Kaler-Jones, 2020), creating "spaces that are safe from righteous rage, or worse, plans to weed out children who display it" (Duncan-Andrade, 2009, p. 9). This qualitative dissertation therefore explores how educators may approach and implement social emotional praxis that is both humanizing and healing for students most neglected and harmed in and by schools.

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Dear white teacher: this black history month, take a knee

Cited by 7 publications

References 24 publications

Proclamations and provocations: Decolonising curriculum in education research and professional practice

Proclamations and provocations: Decolonising curriculum in education research and professional practice

Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education

The purpose is process: Exploring humanizing social emotional praxes in elementary education

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