Introduction to Deconstructing Privilege in the Classroom: Teaching as a Racialized Pedagogy

Sinha, Shilpi; Rasheed, Shaireen

doi:10.1007/s11217-018-9611-x

Cited by 4 publications

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“…Critiques based on the metaphorical enactment of hospitality have been moved both to Ruitenberg’s framework and to Derrida (Zembylas 2019 ; Santoro 2016 ; Eppert 2011; Sinha and Rasheed 2018 ; Sinha 2018 ; Bryzzheva 2018 ; Rasheed 2018 ). Building on Bulley’s idea of hospitality as spatial and affective (Bulley 2015 ), Zembylas ( 2019 ) further develops the concept of affective hospitality in education by drawing on affect theory.…”

Section: Hospitality and Educationmentioning

confidence: 99%

On Online Practices of Hospitality in Higher Education

2021

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This article contributes to conversations on hospitality in educational settings, with a focus on higher education and the online context. We integrate Derrida’s ethics of hospitality framework with a focus on practices of hospitality, including its affective and material, embodied dimension (Zembylas: Stud Philos Educ 39:37–50, 2019). This article offers empirical examples of practices of what we termed ‘virtual academic hospitality’: during a series of online collaborative and cross borders workshops with teachers of English based in the Gaza Strip (Palestine), we performed academic hospitality through virtual convivial rituals and the sharing of virtual gifts, which are illustrated here. We propose a revision of the concept of academic hospitality arguing that: firstly, academic hospitality is not limited to intellectual conversations; secondly, that the relationship between hospitality and mobility needs to be revised, since hospitality mediated by the technological medium can be performed, and technology may even stretch hospitality towards the unreachable ‘unconditional hospitality’ theorised by Derrida (Of hospitality: Anne Dufourmantelle invited Jacques Derrida to respond. Stanford University Press, Stanford, 2000); and thirdly, that indigenous epistemics, with their focus on the affective, may offer alternative understandings of conviviality within the academy. These points may contribute to the collective development of a new paradigmatic understanding of hospitality, one which integrates Western and indigenous traditions of hospitality, and which includes the online environment.

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Section: Hospitality and Educationmentioning

confidence: 99%

On Online Practices of Hospitality in Higher Education

2021

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“…Her research focuses on how issues of diversity and pluralism can be successfully addressed and implemented by preservice and in-service teachers in their own classrooms. In a related project, the two colleagues had previously collaborated on a research project that examined the challenges and effectiveness of teaching about race and privilege through the lens of racialized educators (see Sinha & Rasheed, 2018).…”

Section: Postelection Campus Discontent and Pedagogical Changesmentioning

confidence: 99%

Journeying toward Transformative Teaching in the Age of Alternative Facts and Re-Ascendant Ethnic and Racial Prejudice

Sinha

Rasheed

2020

Teachers College Record: The Voice of Scholarship in Education

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Background We are at a historical juncture that is punctuated by the rise of white nationalism, an exacerbation of racial divisions and tensions, an uptick in hate crimes, and bullying increasingly targeting immigrant youth, all of which, in the current political and cultural climate, have often been legitimized through a recourse to “alternative facts.” However, the current historical moment in the United States is also marked by a postmodern ethos, which is often taken up by the public in a fragmentary manner, highlighted by a general sense of incredulity regarding any form of knowledge. At the same time, the fuller, ethical context of postmodernism complicates how educators may pedagogically address and respond to the tensions and conflict that filter over into the university classroom from the social strife and injustices evident in the society at large. The ethical context of postmodernism warns against changing hearts and minds with a proliferation of the “right” facts assumed to be devoid of attachments of value. It also warns us to be vigilant against the foreclosures, reductions, and exclusions that occur when one draws on metanarratives and universals to mobilize against injustice. Purpose We explore what it means pedagogically, for teacher educators in predominantly white institutions, to be situated at a historical juncture that calls out for some form of social advocacy on their part to combat the rise in the politicization of truth and xenophobic and racist sentiment, but are simultaneously compelled to keep in mind the ethical lessons of postmodernism. Research Design We utilize critical phenomenological analysis intertwined with a narrative accounting of both authors’ classroom experiences as they attempt to engage college students at a predominantly white university with issues of racism, white privilege, and marginalization. We analyze and reflect on the mixed reactions of our students to a presentation on teaching in a diverse world, given by one of the authors to the other author's class of pre-service teachers. Conclusions/Recommendations For teaching that may facilitate white students’ ability to become reflective of their positionality as structured through whiteness and its attendant privileges, it is important to envision pedagogical work taking place within environments that can address not only students’ cognitive capacities but also the white body schema, which operates at a pre-reflective level. Educators may refrain from reducing white students to reified categories of whiteness by cultivating a disposition of wonder that may allow them to understand whiteness through the lens of emergent realities rather than substantive, ontological forces.

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From the Ethic of Hospitality to Affective Hospitality: Ethical, Political and Pedagogical Implications of Theorizing Hospitality Through the Lens of Affect Theory

Zembylas

2019

Stud Philos Educ

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Introduction to Deconstructing Privilege in the Classroom: Teaching as a Racialized Pedagogy

Cited by 4 publications

References 1 publication

On Online Practices of Hospitality in Higher Education

On Online Practices of Hospitality in Higher Education

Journeying toward Transformative Teaching in the Age of Alternative Facts and Re-Ascendant Ethnic and Racial Prejudice

From the Ethic of Hospitality to Affective Hospitality: Ethical, Political and Pedagogical Implications of Theorizing Hospitality Through the Lens of Affect Theory

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