Journaling engagements with literature on racism
A Critical Race Theoretic Approach
Dados Bibliográficos
| ID | 6030629 |
|---|---|
| Autores | Marthinus Conradie (University of the Free State, autor correspondente), Mariza Brooks (University of the Free State) |
| Ano | 2016 |
| Volume | 14 |
| Fascículo | 3 |
| Páginas | 222-241 |
| Data de publicação | 2016-07-02 |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | African Identities (JOURNAL) |
| Identificadores do periódico | ISSN: 1472-5843 • E-ISSN: 1472-5851 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14725843.2015.1128804 |
| OpenAlex | W2338250300 |
| Idioma | EN |
| Referências citadas | 30 |
An extensive body of research on the pedagogic uses of journal writing highlights its potential for stimulating detailed reflection on the knowledge that students are engaging with in a style and register that which suits the personality and proficiency of each student. This study examines the constructions of race and racism that emerge from a sample of online journals, compiled by students on the basis of their engagement with post-colonial literature. Departing from extant work on the discursive manifestation of resistance to difficult knowledge, we examine the ideologically productive ways in which students frame race and racism. We focus on the discourse through which particular understandings of race and racism are expressed and legitimised, as well as the perceived relevance of race and racism to the respondents’ own academic careers and personal lives. Owing to page constraints, the analysis is limited to those respondents who self-identify as white. The results underscore the various discursive frames that respondents draw on as a means of managing the perceived implications of difficult knowledge surrounding the continuation of racism, as the issue is broached in the context of post-colonial literature
Autoethnography · Ideology · Political science · Politics · Racism · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Psychology · Social Psychology
Epistemic Justice and a Role for Virtue in the Politics of Knowing
“How Do I Live in This Strange Place?”
Using Alain Badiou's Ethic of Truths to Support an 'Eventful' Social Justice Teacher Education Program
Racism Without Racists
Constructions of Race Among Religiously Conservative College Students
The unexamined Whiteness of teaching
Pedagogy of fear
What Should White People Do
Teacher–student interactions in desegregated classrooms in South Africa
Subjectivities-in-Process
Race talk
Constructing racial difference through group talk
The ‘Born Frees
Whiteness, racism, and Afrikaner identity in post-apartheid South Africa
Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates
But What Can I Do
More than Prejudice
Diversity as interest-convergence in academia
Repertoires for talking white
Mediating cultural diversity in a globalized public space
Post-race, post politics
| Altamente citado | Não |
|---|