Fleshing out Enactments of Whiteness in Antiracist Pedagogy: Snapshot of a White Teacher Educator's Practice

Autor/in	Ohito, Esther O.
Titel	Fleshing out Enactments of Whiteness in Antiracist Pedagogy: Snapshot of a White Teacher Educator's Practice
Quelle	In: Pedagogy, Culture and Society, 28 (2020) 1, S.17-36 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ohito, Esther O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2019.1585934
Schlagwörter	Whites; Social Justice; Racial Bias; Teacher Educators; Teaching Methods; Racial Factors; African American Students; Interpersonal Relationship; Feminism; Theories; Teacher Education Programs; Emotional Response; Race; Teacher Student Relationship; Educational Environment + Suchen Sie Ihr Suchwort? White; Weißer; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Feminismus; Theory; Theorie; Emotionales Verhalten; Rasse; Abstammung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This article paints a partial portrait of a White, antiracist, university-based teacher educator in the United States, and provides a snapshot of her antiracist pedagogy in practice. This snapshot is juxtaposed against (her own and others') theorising of antiracist pedagogy. Using reflexivity as methodology, I pay attention to my noticings of my participant's antiracist pedagogy as evidenced through her navigation of a racialised, affectively charged classroom encounter involving the teacher educator, a Black student, and me, a Black researcher. I analyze the embodied and affective aspects of that experience through a racialised lens and find that the teacher educator's (re)actions represent an enactment of Whiteness. The enactment relates to the enfleshed material body. Thus, I contend that the development of an antiracist pedagogy that moves beyond rhetoric in resisting rather than reinforcing Whiteness -- and therefore, that contributes meaningfully to racial justice -- requires attunement to affects produced via interembodiment, in theory and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01