(Re)beginning and becoming: antiracism and professional development with white practicing teachers

McManimon, Shannon K.; Casey, Zachary A.

doi:10.1080/10476210.2018.1506429

Cited by 16 publications

(23 citation statements)

References 23 publications

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“…Bound together by emphases on learning and teaching racialized knowledges, WP2 drives at the creation of knowledge that folds directly back into praxis as key for continued work on white teachers' conscientization processes. As it relates to this special issue, McManimon and Casey (2018) and Whitaker, Hardee, Johnson, & McFaden (2018) all extend WP2 in their empirical pedagogical work with white preservice and in-service teachers.…”

Section: Second-wave Whiteness Pedagogies and Critical White Studiesmentioning

confidence: 94%

What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

et al. 2018

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As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences. In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis.

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Section: Second-wave Whiteness Pedagogies and Critical White Studiesmentioning

confidence: 94%

What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

et al. 2018

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“…Accountability to the ARSA gives the opportunity for Sian to demonstrate and feel legitimised in her new knowledge 'acquisition' and a move on beyond novice by 'becoming' (Scanlan, 2010). She seeks to use her new knowledge to lead others which aids her journey to becoming antiracist (MacManimon & Casey, 2018). Despite questioning whether she is 'on the right track', the mechanism of formal CPD and professional learning opportunity means she was able to confidently audit, develop professionalism and create her own identity in undertaking anti-racist work (Mockler, 2013).…”

Section: Addressing Gaps: Negotiating Racialised Identities and Anti-...mentioning

confidence: 99%

Resisting whiteness: Anti‐racist leadership and professional learning in majority white senior leadership teams in English schools

Stewart‐Hall

Rabiger

Lander

et al. 2022

The Curriculum Journal

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Many Senior Leadership Teams (SLTs) are engaging in professional development to nurture explicitly anti-racist practice. Teachers' knowledge gaps about racism, its traumatic, lasting impact and how racism is generated through schooling persist within a cloak of silence. This small-scale study explores interview data from senior leaders in English schools, questioning legacies of colour-evasion and breaking silences to understand the role 'race' plays in their schools, appearing exigent due to Black Lives Matter (BLM) movements and the inescapable reality of racism seen in George Floyd's horrific murder. Using Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) as theoretical tools, we explore negotiations and challenges of leading anti-racist work in systems favouring whiteness as the norm. Findings show senior leaders undertaking the Anti-Racist School Award (ARSA) and/or Race, Identity and School Leadership (RISL) programme are novice 'race' practitioners, despite their seniority, wrestling to recognise whiteness and to connect their own 'race'(d) identities to role-enactment and policy. They must negotiate and make the case for anti-racist leadership to colleagues trained not to notice, and mitigate wider external systems operationalising whiteness, blocking the development of anti-racist practice. We examine resistances to anti-racist work in English school systems that (re)centre whiteness.

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“…Despite the pervasiveness of whiteness in education, sadly, many white educators continue to make spurious claims of racial ignorance (Lipstiz, 2006; Matias and Mackey, 2016). Centering whiteness in our exchanges functioned as a form of critical whiteness studies (McManimon and Casey, 2018), as well as an opportunity to redefine personhood, for white racial identity and whiteness were critically interrogated:…”

Section: Whitenessmentioning

confidence: 99%

“…Self-questioning doubt can be a form of indecisiveness that disrupts possibilities of concrete action that affect change. In other words, whiteness informed self-questioning doubt maintains the status-quo because it forces us “to questions one another, to relate to one another out of suspicion instead of solidarity.” Karen’s introduction and interrogation of whiteness manifested as a form of critical whiteness studies insofar as she deeply examined how whiteness interlocks with structures and causes her to question herself and her relationships with others (McManimon and Casey, 2018). This examination allowed for Karen to make sense of how whiteness maintains the racial status quo at the expense of inter-relational intimacy.…”

Section: Whitenessmentioning

confidence: 99%

Get to know me, homey: exploring critical, relational and racial literacy possibilities in co-excavative letter writing

Bell

Zaino

2022

JME

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Purpose There is currently a dearth of research on the implications of the epistolary as a site for knowledge production. This paper aims to demystify the process of academic theorizing through the co-authors’ co-excavative epistolary method. Design/methodology/approach Through co-excavative epistolary practices, the co-authors’ relationship was deepened, the collective sense was made of Covid-19, and racial literacy-centered academic theorizing commenced. In the co-authors making meaning of their letter-writing data, they provide examples of and analyze their co-excavative letter-writing process. Findings The co-excavative epistolary method deepened the co-authors’ relationship to one another and improved their ability to produce useful and complicated knowledge. Research limitations/implications The co-excavative epistolary exchanges mark a new site for academic theorizing and incite creative approaches to academic co-writing, as well as more transparency about the academic writing process in general. Social implications Co-excavative methods disrupt traditional academic sites of knowledge production and engender space for relational intimacy. Originality/value The work introduces both a new method, co-excavative epistolary writing and a new rational framework, the critical dignity relational framework.

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(Re)beginning and becoming: antiracism and professional development with white practicing teachers

Cited by 16 publications

References 23 publications

What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

Resisting whiteness: Anti‐racist leadership and professional learning in majority white senior leadership teams in English schools

Get to know me, homey: exploring critical, relational and racial literacy possibilities in co-excavative letter writing

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