The Deluded White Woman and the Expatriation of the White Child

Allen, Margaret

doi:10.1057/9780230101289_12

Cited by 7 publications

(5 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Drawing upon methodologies developed by Feminist and Indigenous scholars, postcolonial and decolonial approaches trace life histories of individuals (eg. Allen 2009;McCarty et al 2005). Life history research allows historians to [re]construct a narrative about individuals through searching for multimodal fragments and episodes in individual lives (Goodson and Sikes 2001;Tamboukou 2010).…”

Section: Postcolonial/decolonial Methodologiesmentioning

confidence: 99%

Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice

Manathunga

Singh

et al. 2021

Teaching in Higher Education

View full text Add to dashboard Cite

Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldúa's borderlands theory and de Sousa Santo's theory on epistemologies of the South to examine the complex ways that history impacts upon First Nations, migrant, refugee and culturally diverse doctoral candidates' epistemological bordercrossing. We explore how our life history study of 40 research candidates and supervisors across seven Australian universities casts new light on knowledge creation in transnational and First Nations doctoral education. Findings show research supervision as a multimodal process of epistemological border-crossing that is deeply embedded in intersected histories. We argue that a history-informed supervision approach demonstrates the deconstructive possibilities of epistemological border-crossing and contributes towards global epistemic justice.

show abstract

Section: Postcolonial/decolonial Methodologiesmentioning

confidence: 99%

Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice

Manathunga

Singh

et al. 2021

Teaching in Higher Education

View full text Add to dashboard Cite

show abstract

“…All white people are included within whiteness, though to different extents [16]. People of Color are also capable of enacting whiteness as a means of survival and through internalized white supremacy [17]. Critical Whiteness Studies makes whiteness visible by naming it and uncovering the ways it maintains racial oppression.…”

Section: Theoretical Framework Critical Whiteness Studies: Making Whi...mentioning

confidence: 99%

“…Thompson warns that anti-racist whites can become entitled to a white exceptionalism and are "invited to see themselves as 'not that kind of white' and to embrace only those aspects of whiteness that can be construed as positive" [35] (p. 7). Conversely, white educational leaders who are invested in anti-racism must disavow their innocence and operate from an understanding that each of us is complicit in maintain white supremacy, or, as Allen writes, "the best a white person can be is a white anti-racist racist" [17] (p. 130). Unlike Wiscombe, white leaders should continuously privilege the voices of People of Color and take seriously their charges of discrimination.…”

Section: The Messy Contradictions Of White Anti-racismmentioning

confidence: 99%

“Don’t Touch Race”: Nice White Leadership and Calls for Racial Equity in Salt Lake City Schools, 1969–Present

Wall

2024

Education Sciences

View full text Add to dashboard Cite

This paper examines school leaders’ evasive attitudes towards race in Salt Lake City (SLC), Utah, between 1969 and 1975. Salt Lake’s unique demographic status as predominantly white and Mormon underscored elements of white anti-Black racism under the guise of innocence. Utilizing critical whiteness theory and historical inquiry to analyze archival documents and interviews, I highlight one white superintendent, Arthur Wiscombe, and his failed attempts to confront anti-Blackness in schools as he navigated his conflicting values of racial justice, good intentions, and white Niceness. Framing the past as prologue, I uncover the historical legacy of white supremacy’s influence on local school policies and leaders’ actions, and make explicit connections to the repetition of these patterns today. Contemporary iterations of white supremacy rely on the same tools of whiteness used during intense periods of integration and racial awareness in Salt Lake City in the 1960s and 1970s. I conclude that white educational leaders must look more closely at the ‘nice’, color-evasive discourse that enables them to maintain power and privilege in their communities.

show abstract

“…The blue sky is our dome, the ground is our floor, the sun and the moon are our study lamps, the twenty-eight (lunar) mansions are our walls [6].…”

Section: Life Means Education and Society Means Schoolmentioning

confidence: 99%

“…Transnational histories often draw upon micro histories of marginalised groups in Indigenous, Eastern and Southern settings (e.g. Allen, 2009) to demonstrate the "way intimate biographical traces […] shed light on the transnational nature of localised colonial histories" (Hughes, 2012, p. 269). Informed by feminist and Indigenous standpoint theory, these neglected histories work with evidence from "the margins in order to critique, disrupt and displace the "centre" (Hughes, 2012, p. 270).…”

Section: Introductionmentioning

confidence: 99%

Micro histories of intercultural knowledge exchange: Tao Xingzhi’s educational poetry

Qi¹,

Manathunga²,

Singh³

et al. 2019

HER

View full text Add to dashboard Cite

Purpose The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China. Design/methodology/approach This paper examines English and Chinese language sources, including Tao’s poetry, to present a fresh analysis of Tao’s epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies. Findings Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Dewey’s approaches as well as adapting others. Originality/value This paper foregrounds Tao Xingzhi’s agency in transforming some of Dewey’s ideas in the Chinese context and challenges studies that adopt an “impact-response” approach to Tao’s contribution, which suggest a one-way flow of knowledge from a “modern” West to a “traditional” China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Tao’s poetry, to gain new historical insights into Tao’s educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world.

show abstract

The Deluded White Woman and the Expatriation of the White Child

Cited by 7 publications

References 1 publication

Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice

Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice

“Don’t Touch Race”: Nice White Leadership and Calls for Racial Equity in Salt Lake City Schools, 1969–Present

Micro histories of intercultural knowledge exchange: Tao Xingzhi’s educational poetry

Contact Info

Product

Resources

About