A Response to Taylor

Autor/in	Boyle, Rachel C.
Titel	A Response to Taylor
Quelle	In: Psychology of Education Review, 45 (2021) 2, S.17-22 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9807
Schlagwörter	Researchers; Multiracial Persons; Self Concept; Racial Bias; Educational Experience; Work Experience; Blacks; Health Services; Social Services; Allied Health Occupations Education; Educational Change; Outcomes of Education; College Faculty; Teaching Methods; Whites; Power Structure; Teacher Student Relationship; Metacognition; Foreign Countries; Race; Critical Theory; United Kingdom + Suchen Sie Ihr Suchwort? Researcher; Forscher; Mischling; Selbstkonzept; Racial discrimination; Rassismus; Bildungserfahrung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Black person; Schwarzer; Health service; Gesundheitsdienst; Gesundheitswesen; Social service; Soziale Dienstleistung; Soziale Dienste; Bildungsreform; Lernleistung; Schulerfolg; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; White; Weißer; Teacher student relationships; Lehrer-Schüler-Beziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Rasse; Abstammung; Kritische Theorie; Großbritannien
Abstract	GIVEN the focus of this research, Rachel C. Boyle's ontological positioning is central to her response as she is a researcher from a mixed race (Black Caribbean and White British) background. Her view of racism has been shaped by personal, professional and academic experiences. Within this article the author, Louise Taylor addresses the position of race in the university experiences of Black students undertaking studies in health and social care related subjects. She charts her brief and seemingly recent journey into developing her understanding of the concept of racism and the 'unfairness' of inequality. Through research with her students the author describes their experiences with racism as 'shocking and deeply saddening' and provides a narrative of her reflections and actions in response to her new found knowledge and understanding. This article seeks to 'inform and inspire educational change that promotes racial equality of outcomes both within and beyond [our] classrooms.' However Dr. Boyle suggests that further consideration with Dr. Taylor's work should be given to the British context of racism as currently there are gaps in understanding and potential missed opportunities for the development of her work and indeed practice with students. Academics must begin with themselves, place their own pedagogy under scrutiny and reflect upon how their thinking, beliefs and pedagogical approaches play a role in (re)producing racism and or White privilege in its many forms (Crowley & Smith, 2015). The development, or reconstruction, of tutor subjectivity that fosters self-reflection is needed in higher education (Dunne et al., 2018). Reflexivity offers an opportunity to challenge the taken for granted assumptions that are often found in popular discourse and practice. [For the original article, "Seeking Equality of Educational Outcomes for Black Students: A Personal Account," see EJ1316951.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01