Unpacking (white) privilege in a South African university classroom: A neglected element in multicultural educational contexts

Swartz, Sharlene; Arogundade, E.; Davis, Danya

doi:10.1080/03057240.2014.922942

Cited by 10 publications

(5 citation statements)

References 9 publications

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“…8 However, we can also recognize that some economic and social advantages that some groups have over others are a product of an unjust, racialized history, rather than being a form of direct, contemporary unequal treatment. Sharlene Swartz (Swartz, Arogundade, & Davis, 2014) expresses this element of unfair inequality, and a violation of an implied standard of equality, in discussing 'white privilege' in South Africa, in her contribution to this issue of Journal of Moral Education. Although the precise standard of equality is not clear-for example, it is not plausible to say that every racially defined group should have the exact same average socio-economic standing as every other, and yet some degree of inequality is clearly too much inequality-the issue of white privilege shows how race helps to put equality on the table as a distinct value in a way that ethnoculture does not.…”

Section: Equalitymentioning

confidence: 98%

Three educational values for a multicultural society: Difference recognition, national cohesion and equality

Blum

2014

Journal of Moral Education

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Educational aims for societies comprising multiple ethnic, cultural and racial groups should involve three different values-recognizing difference, national cohesion and equality. Recognition of difference acknowledges and respects ethnocultural identities and in educational contexts also encourages mutual engagement across difference. National cohesion involves teaching a sense of civic attachment to a nation and to one's fellow citizens of different groups and identities. 'Multiculturalism' has traditionally been understood to support the first value but not as much the second, a charge made by 'interculturalism,' a newer idea in Europe and francophone Canada. But Tariq Modood, this year's Kohlberg Memorial Lecturer, has argued that national integration has always been a goal of multiculturalism. However, neither multiculturalism nor interculturalism has placed sufficient emphasis on equality as a social and educational ideal. Equality is a complex idea that involves both equal treatment by teachers of students from different groups, and also relative equal student outcomes among different groups.

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Section: Equalitymentioning

confidence: 98%

Three educational values for a multicultural society: Difference recognition, national cohesion and equality

Blum

2014

Journal of Moral Education

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“…White South Africans assert, they are 'African' and at the same time are in denial about acknowledging the shame connected to the brutal consequences of white settler colonialism, whose traces reverberate in post-apartheid South Africa. It is an inescapable fact that white people benefited from colonialism and apartheid and continue to benefit from the inequality that was created by it, myself included (Swartz, Arogundade, and Davis 2014). Yet on the whole white South Africans remain defensive about this.…”

Section: 'To Speak or Not To Speak'mentioning

confidence: 99%

Doing white differently? Playback Theatre and whiteness in post-apartheid South Africa

Barolsky

2021

Research in Drama Education: The Journal of Applied Theatre and

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This article explores how whiteness is enacted and negotiated from the perspective of a conductor in a Playback Theatre performance (PT). The article addresses how PT provides a stage for exercising opportunities for doing white differently in post-apartheid South Africa. It argues that Doing white differently takes place by recognising a distinction between the subjectivity of white individuals and the historic, colonial representations of whiteness in South Africa. Drawing on second-wave critical whiteness studies and agential realism, this article discusses the author's attempt to engage in a diffractive moment related to racial identities during a performance for university students.

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“…A more subtle form of coloniality of power is expressed through structural violence (Christie, Wagner and Winter, 2001). A white privilege persists and "modern" ways of being are enforced through formal systems such as education (Soudien, 2010;Swartz, Arogundade and Davis, 2014) and through the increasing pervasiveness of datafication (see Arora, 2016).…”

Section: Coloniality In South Africamentioning

confidence: 99%

Decolonising Political Communication in Africa

Karam¹,

Mutsvairo²

2021

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This book uses decolonisation as a lens to interrogate political communication styles, performance, and practice in Africa and the diaspora.The book interrogates the theory and practice of political communication, using decolonial research methods to begin a process of self-reflexivity and the creation of a new approach to knowledge production about African political communication. In doing so, it explores political communication approaches that might until recently have been considered subversive or dissident: forms of political communication that served to challenge imposed Western norms and to empower African citizens and their histories. Centring African scholarship, the book draws on case studies from across the continent, including Zimbabwe, South Africa, Nigeria, and Ghana. This book will be of interest to students and scholars of politics, media, and communication in Africa.

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Unpacking (white) privilege in a South African university classroom: A neglected element in multicultural educational contexts

Cited by 10 publications

References 9 publications

Three educational values for a multicultural society: Difference recognition, national cohesion and equality

Three educational values for a multicultural society: Difference recognition, national cohesion and equality

Doing white differently? Playback Theatre and whiteness in post-apartheid South Africa

Decolonising Political Communication in Africa

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