White faculty transforming whiteness in the classroom through pedagogical practice

Charbeneau, Jessica

doi:10.1080/13613324.2013.831823

Cited by 22 publications

(12 citation statements)

References 16 publications

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“…Nurse educators, especially white educators, are reproached in the literature for their lack of preparation and skill to address instances of racism in their classes and to teach a critical, emancipatory curriculum that addresses race, power and privilege (Abrums et al, 2010;Baxter, 1998;Beard, 2016;Charbeneau, 2015;Cortis & Law, 2005;Dean, 2005;Hassouneh, 2006;Van Herk et al, 2011;Holland, 2015;Markey & Tilki, 2007;Nairn, Hardy, Harling, Parumal, & Narayanasamy, 2012;Schroeder & DiAngelo, 2010;Thorne, 2017). for a lack of language and facilitation skills.…”

Section: Faculty Abilities and Experiencesmentioning

confidence: 99%

White dominance in nursing education: A target for anti‐racist efforts

2020

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Literature on racism, anti‐racism, whiteness, nursing education and nurse educators was reviewed and analysed for the development of race consciousness and application of anti‐racist pedagogy. The literature describes an oppressive educational climate for non‐white identifying people, a curriculum that does not attend to the social construction of difference, and a nursing culture that is not consciously situated in a broader sociopolitical context. A particular focus on studies of nurse educators demonstrates a stark need for personal and professional development towards effectively delivering anti‐racist pedagogy and a deconstruction of white normativity and dominance amongst white faculty. The protection and reproduction of white privilege is identified through the scholarship itself through a lack of racial analysis, an externalization of the root of oppression and non‐specific study measures and outcomes. The persistence and pervasiveness of white dominance in nursing and the lack of anti‐racist competence in white educators, particularly, merits a shift in anti‐racist efforts away from short‐term skill acquisition initiatives towards the deconstruction of socialized white supremacy and enactments of white privilege in nurse educators themselves.

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Section: Faculty Abilities and Experiencesmentioning

confidence: 99%

White dominance in nursing education: A target for anti‐racist efforts

2020

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“…The group has the capacity to support and care for each other as we share multi-level responses to our teaching experiences and allow questions to arise (O'Dwyer et al, 2018). We share being invested in peer collaboration as a way of exploring how whiteness informs pedagogical practice (Andrew et al, 2008;Charbeneau, 2015;Jupp, 2017). Thus, we embarked on this project with an alreadyestablished, comfortable process of working with each other and a sense of the scholarly value of being in a shared process of reflection about our teaching processes.…”

Section: Methodsmentioning

confidence: 99%

Using the pluriverse concept to critique Eurocentrism in education

McLeod

Moore

Robinson

et al. 2020

JALT

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It is widely acknowledged that teachers need to interrogate and transform how Eurocentrism underpins educational practice. This paper argues that teachers can actively engage with decolonial frameworks and concepts to productively expose how Eurocentric categories of thought shape teaching practice and curriculum. We describe how six teachers "walked with" the decolonial concept of the pluriverse (a sense of multiple coexisting differences) during collaborative reflections about our diversity teaching of culturally safe healthcare. Our research processes drew on the principles of collaborative, reflective practice. We co-participated in conversations, which aimed to collectively explore how the pluriverse concept intersected with our teaching and undertook qualitative coanalysis of themes emerging across these dialogues. The paper outlines how employing the pluriverse concept as a companion to our reflective process enabled us to ask critical questions about Eurocentrism in our teaching practice and content. Our questioning, in turn, generated principles for embedding the pluriverse in the curriculum, pedagogical approaches, and teacher dispositions. The paper discusses what enables and hinders the pluriverse being embedded in curriculum materials and classroom activities and the limitations of our activities in relation to the broader project of decolonising pedagogy.

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“…Prior to the advent of what is referred to in the scholarly literature as "Critical Whiteness Studies, " African American scholars, thinkers and writers conceptualized the various meanings of whiteness (see Roediger 1998, for review). Building upon the significance of such writings, contemporary scholars describe whiteness as obtaining privilege (Dei 2000;Frankenberg 1993;Lipsitz 2006); property (Harris 1993); identity (Charbeneau 2015), and as a practice of power (Levine-Rasky 2013). Evidently, literary consensus indicates that whiteness obtains a system of power, albeit one not readily acknowledged by those who partake of the advantages it bestows (Applebaum 2010).…”

Section: Deconstructing Whiteness With Young Childrenmentioning

confidence: 99%

“Who’s got the power?”: A critical examination of the anti-bias curriculum

Escayg

2019

ICEP

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Young children are commonly perceived as being devoid of racist inclinations or behaviors, such that they are often characterized as "racially innocent. " Yet, a long-standing record of scholarly investigations consistently indicates otherwise. Indeed, one of the earliest studies targeting children and race revealed that the onset of racial self-identification-that is, identifying with a particular aspect of one's racial ancestry, such as skin color (Aboud 1988)-develops between the ages of three and four (see, for example, Clark and Clark 1939). Since then, the pedagogical literature has begun to widely acknowledge that young children recognize racial criteria and identify with their respective racial group using collective labels and or physical characteristics (e.g., Aboud and Doyle 1995;Holmes 1995;Park 2011). Closely aligned with racial awareness and selfidentification, and constituting a significant component of the children and race literature, are the racialized meanings children assign to in-and out-group members (and the processes that inform such perceptions).Social scientists continue to examine how and when children develop racial attitudes, and how the content of such attitudes varies per majority and racialized group status. Correspondingly, many scholars have employed various methodologies to assess children's racial attitudes, including dolls (e.g., Clark and Clark 1947); AbstractAmple research data indicate that young children recognize racial characteristics and subsequently exhibit both positive and negative racial attitudes toward their own and other racial groups. In the early childhood field, educators commonly adopt an antibias/multicultural curriculum to address such issues with young children and-with rare exceptions-such methods are subject to ongoing endorsement in the scholarly literature. This article, however, offers a more comprehensive critique of the anti-bias curriculum, including an analysis of the conceptual frameworks underpinning several of the associated teaching strategies. In addition, the present article illustrates how the anti-bias curriculum, though presented as congruent with the empirical evidence with respect to the education of young children and race, departs considerably from these data. Furthermore, the curricula under scrutiny fail to engage young children in critical discussions and classroom practices centering on: (i) power relations; (ii) racism; (iii) whiteness; and (iv) white privilege. This critique concludes with a preliminary conceptualization of anti-racism in early childhood education. which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

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White faculty transforming whiteness in the classroom through pedagogical practice

Cited by 22 publications

References 16 publications

White dominance in nursing education: A target for anti‐racist efforts

White dominance in nursing education: A target for anti‐racist efforts

Using the pluriverse concept to critique Eurocentrism in education

“Who’s got the power?”: A critical examination of the anti-bias curriculum

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