From the Other Side of the Desk: Notes on teaching about race when racialised

Dlamini, S. Nombuso

doi:10.1080/13613320120117199

Cited by 63 publications

(55 citation statements)

References 5 publications

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“…(Leonardo, 2004: 138) In addition, work on whiteness has not always retained a critical sense of reflexivity and, as Michael Apple has argued, can lapse into possessive individualism whereby it can 'become one more excuse to recenter dominant voices' by subverting a critical analysis and instead make an argument along the lines of 'but enough about you, let me tell you about me' (Apple, 1998: xi). Such uncritical forays into whiteness studies threaten to re-colonize the field of multicultural education (McLaren, 1995;Sheets, 2000), mask the structural power of white identifications so that whites are perversely portrayed as race victims (Apple, 2004;Howard, 2004) and serve to ensure that higher education remains an institution predominantly operated by white people for white people (Dlamini, 2002;Foster, 2005).…”

Section: Introductionmentioning

confidence: 99%

Rethinking White Supremacy

Gillborn

2006

Ethnicities

193

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The article addresses the nature of power relations that sustain and disguise white racial hegemony in contemporary 'western' society. Following the insights offered by critical race theory (CRT), white supremacy is conceived as a comprehensive condition whereby the interests and perceptions of white subjects are continually placed centre stage and assumed as 'normal'. These processes are analysed through two very different episodes. The first example relates to a period of public crisis, a moment where 'what really matters' is thrown into relief by a set of exceptional circumstances, in this case, the London bombings of July 2005. The second example relates to the routine and unexceptional workings of national assessment mechanisms in the education system and raises the question whether assessments merely record educational inequity or actually produce it. These apparently divergent cases are linked by the centrality of white interests and the mobilization of structural and cultural forces to defend white power at the expense of the racialized 'Other'.

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Section: Introductionmentioning

confidence: 99%

Rethinking White Supremacy

Gillborn

2006

Ethnicities

193

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“…Each must struggle with his or her own emotional responses to questions of injustice and personal bias (Chubbuck & Zembylas, 2008). Teachers who are members of the dominant culture may deal with personal emotional demons (Dlamini, 2002), such as guilt, depression, anxiety, and powerlessness, that frequently are associated with teaching for social justice (Berlak, 2004;Chubbuck, 2008;Chubbuck & Zembylas, 2008). Teachers of color often must personally process a different range of emotions, often including anger, frustration, and discouragement over being marginalized and silenced in school discourse about educational practices with students of color (Delpit, 1995;Lipman, 1997).…”

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confidence: 99%

Individual and Structural Orientations in Socially Just Teaching: Conceptualization, Implementation, and Collaborative Effort

Chubbuck

2010

Journal of Teacher Education

105

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This essay, drawn from theory, research, and the author’s practitioner research as a teacher educator, proposes a framework to inform teacher educators’ conceptualization and implementation of socially just teaching. The framework suggests that building on dispositions of fairness and the belief that all children can learn, a socially just teacher will engage in professional reflection and judgment using both an individual and a structural orientation to analyze the students’ academic difficulties and determine the cause and the solution to those difficulties, realizing that both individual and structural realities affect students’ learning. The essay then suggests how this individual and structural framework can inform the content and teaching strategies teacher educators use to instruct preservice teachers in socially just education. Finally, recommendations for research and dialogue in the teacher education community are suggested.

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“…I agree with Dlamini (2002) who asserts that practical classroom applications of antiracism education and critical pedagogy are in short supply, with little examples of how to implement these ideas in the classroom. As another form of equity pedagogy, anti-racist discourse is an action-oriented strategy for institutional and systemic change that addresses racism and the interlocking systems of social oppression and power (Dei, 1996).…”

Section: Critical Pedagogy and Culturally Relevant Teachingmentioning

confidence: 86%

“…This demographic shift has precipitated calls for schools to become more effective in meeting the needs of a more culturally, racially, and linguistically diverse school population, as well as confront gender, racial and economic disparity, and discrimination (Harper, 1997). There is an urgent need for schools and faculties of education to adequately prepare teachers for the racial and ethnocultural diversity that exists in Canadian and other Western societies in general (Dlamini, 2002). No matter what a teacher's social location might be in terms of class, ethnicity, race, and other forms of social identity, that teacher is most likely interacting on a daily basis with students whose backgrounds and experiences are different from his or her own (Dei, 1996).…”

Section: Introductionmentioning

confidence: 99%

Embedding and Sustaining Equitable Practices in Teachers’ Everyday Work: A Framework for Critical Action

Lopez¹

2013

teachlearn

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Diverse student populations are now one of the distinctive features of schools in North America. This changing demographic reality in schools places equity education that includes the lived experiences of diverse students at the centre of the teaching and learning process. However, research continues to show that despite the efforts and good work of teachers, huge gaps persist in the educational achievement and outcomes of Aboriginal students, students of colour, and poor children. Based on research conducted with teachers in Southern Ontario, Canada, grounded in critical pedagogy and culturally relevant teaching, this article examines the complexities of equity education and ways to better serve the needs of diverse students. Drawing from the author's experiences as a classroom teacher, administrator, and teacher educator, the article posits a framework for critical action on ways that teachers can embed equitable practices in their teaching.

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From the Other Side of the Desk: Notes on teaching about race when racialised

Abstract: ABSTRACT

Cited by 63 publications

References 5 publications

Rethinking White Supremacy

Rethinking White Supremacy

Individual and Structural Orientations in Socially Just Teaching: Conceptualization, Implementation, and Collaborative Effort

Embedding and Sustaining Equitable Practices in Teachers’ Everyday Work: A Framework for Critical Action

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