Antiracist Solidarity in Critical Education: Contemporary Problems and Possibilities

Lissovoy, Noah De; Brown, Anthony L.

doi:10.1007/s11256-013-0235-8

Cited by 30 publications

(12 citation statements)

References 37 publications

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“…This may add more depth to their understanding and guidance to the importance of the values presented for their future nursing practice. Additionally, as nurse educators, we need to be intentional in talking to students about the dangers of paternalistic ideologies (De Lissovoy & Brown, ) that undermine people's capacity for agency, and emphasize to students the need to focus and build on the agency of individuals and communities living on the margins of society. Indeed, a paternalistic approach to healthcare threatens the autonomy of those who already live on the margins of society, rendering them powerless in charting the course of their own health and well‐being.…”

Section: Discussionmentioning

confidence: 99%

Enhancing cultural safety among undergraduate nursing students through watching documentaries

et al. 2018

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The purpose of the study was to develop an understanding of how nursing students gained perspective on nursing care of diverse populations through watching documentaries in a cultural diversity course. The basis of this paper is our analyses of students’ written responses and reactions to documentaries viewed in class. The guiding theoretical frameworks for the course content and the study included postcolonial feminism, Foucauldian thought, and cultural safety. Krathwohl's Taxonomy of the Affective Domain was used to identify themes and determine how undergraduate nursing students were progressing in achieving learning outcomes. Our findings suggest that while the use of documentaries serves as a tool for deepening students’ understanding of the realities of various populations, this activity, in the absence of critical reflection, may inadvertently promote stereotypes and further marginalize different people groups. Even though nursing students reflected on the importance of cultural safety in nursing, our findings indicate that their actions may not reflect this, especially since these students are in the early stages of the nursing program. Students need to be provided with a space where they can explore implicit biases evoked by exposure to new information about different people groups as a way of enhancing culturally safe care.

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Section: Discussionmentioning

confidence: 99%

Enhancing cultural safety among undergraduate nursing students through watching documentaries

et al. 2018

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“…Because white paternalism undermined the radical possibilities of prior social movements for racial justice, and especially those focusing on Black-White solidarity, De Lissovoy and Brown ( 2013 ) suggest an educational approach different from simply forming ‘white allies’: “the more crucial project, in political-strategic terms, is to develop understandings and relationships among teachers—both teachers of color and White teachers—who have already attained a basic level of critical commitment and antiracist intention” (p. 557). Antiracist solidarity projects that recognize the existential depths and global scope of whiteness and coloniality are better situated to challenge and transform the colonial partitioning of schooling and the world.…”

Section: Synthesizing Theoretical Perspectives and Proposals For Actimentioning

confidence: 99%

School Choice, Exclusion, and Race Taming in Milwaukee: A Meta-ethnography

Hurie

2021

Urban Rev

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This article presents a meta-ethnography (Urrieta Jr and Noblit (eds), Cultural constructions of identity: meta ethnography and theory, Oxford University Press. 2018. 10.1093/oso/9780190676087.001.0001) of school choice across education sectors in Milwaukee, Wisconsin, USA. A site of intense contention and experimentation around school choice, Milwaukee constitutes a unique case that can offer insights into similar education reforms increasingly being implemented on a global scale. In synthesizing six book-length qualitative research studies, I engage key differences among the texts and then offer a lines-of-argument synthesis (Noblit and Hare, Meta-ethnography: synthesizing qualitative studies. Sage Publications, 1988. 10.4135/9781412985000) that reinterprets the studies as stories about whiteness’ right to exclude across school sectors (Aggarwal, in: Fernandes (ed), Feminists rethink the neoliberal state: inequality, exclusion, and change, New York University Press, 2018. 10.18574/nyu/9781479800155.003.0003; Harris, Harv Law Rev 106(8):1707–1791, 1993. 10.2307/1341787). Lastly, I engage various layers of interpretation in the studies (via the interconnected avenues of theory, researcher positionality, and methodology) to describe race taming discourses that attempt to make race, racism, and white supremacy manageable and containable through insufficient education interventions. I suggest that both exclusion and race taming can offer cautionary lessons about the tenuousness and possibilities of interest convergence during a time of apparently renewed cross-racial support for public education in the contemporary Milwaukee education scene.

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“…As such, this notion of White property thoroughly pervades the political, economic, legal, and educational systems in societies afflicted by colonialism and White supremacy. Educational institutions perpetuate racial domination through a two-pronged approach of oppression: first, through rendering invisible the history and continued policies and structures of colonial violence and racism; and second, through the exclusion and effacement of BIPOC histories and lived experiences (De Lissovoy & Brown, 2013).…”

Section: Decentering the Art And Technology Canonmentioning

confidence: 99%

Toward an Anti-Racist and Anti-Colonial Post-Internet Curriculum in Digital Art Education

Smith

2021

Post-Digital, Post-Internet Art and Education

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This chapter examines how reframing post-internet art through anti-racist and anti-colonial lenses in digital art curriculum can cultivate critical and transformative artist practices for students. Anti-racist and anti-colonial approaches offer frameworks for critically analyzing identity, ideology, and power relations toward decentering the art canon and qualitatively shifting curriculum toward critical dialogues and social action. Through a retrospection of the author’s own active and ongoing transformation as teacher, as well as through an analysis of artist Tabita Reziare’s post-internet practice, this article builds a pedagogical foundation for students to generate their own critical consciousness in learning and artmaking through a digital art curriculum.

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Antiracist Solidarity in Critical Education: Contemporary Problems and Possibilities

Cited by 30 publications

References 37 publications

Enhancing cultural safety among undergraduate nursing students through watching documentaries

Enhancing cultural safety among undergraduate nursing students through watching documentaries

School Choice, Exclusion, and Race Taming in Milwaukee: A Meta-ethnography

Toward an Anti-Racist and Anti-Colonial Post-Internet Curriculum in Digital Art Education

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