Backpack of Whiteness: Releasing the Weight to Free Myself and My Students

McCormack, Shashray

doi:10.1177/0042085919892035

Cited by 6 publications

(9 citation statements)

References 17 publications

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“…Although we do not generalize our findings, we assert that regardless of racial-ethnic heritage or cultural background, no individual who has matriculated through white-centric educational institutions and broader societal structures can be excluded from the call to unlearn whiteness (Kohli, 2014; McCormack, 2020). This call to unlearn is conceptualized by Woodson (1999), as he explains that the primary aim of American schooling was to assimilate Black people into white ways of knowing and being so they would teach other Black people, primarily Black students, how to assimilate into whiteness.…”

Section: Discussioncontrasting

confidence: 85%

“There’s a Lot of Stumbling Forward”: The Impact of Whiteness on Teacher Educators’ Reconceptualization of Culturally Based English Education Curriculum

Turner,

Pasternak,

Allen

et al. 2023

Journal of Teacher Education

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Practices incorporating students’ cultures and communities are foundational to effective teaching. However, teacher candidates often do not effectively incorporate culturally based practices into their instruction. This article describes the perceptions of English education instructors as they reconceptualized their curriculum to cultivate culturally based practices. Findings show three major factors impacted the instructors’ reconceptualization of curriculum: (a) the instructors’ cultural roots; (b) the pervasiveness of whiteness—systems and processes that preference white identities, assumptions, and privileges that accompany the white experience; and (c) deep-seated tensions between culturally based practices and the practices of the university operating within the institution of English education. The authors assert that no individual who has matriculated through white-centric educational institutions and broader societal structures can be excluded from the call to unlearn whiteness. They urge teacher educators to dismantle oppressive, white-centric practices by reflecting on the interplay of biases and socio-political beliefs that they and their teacher candidates bring into educational spaces.

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Section: Discussioncontrasting

confidence: 85%

“There’s a Lot of Stumbling Forward”: The Impact of Whiteness on Teacher Educators’ Reconceptualization of Culturally Based English Education Curriculum

Turner,

Pasternak,

Allen

et al. 2023

Journal of Teacher Education

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“…The departure of faculty of color is perhaps the most visible sign of organizational contaminants, yet faculty often leave institutions respectfully, not exposing their experiences with racism at the institution. In addition, faculty of color who do persist often contend with internal and external challenges such as performance pressures, a loss of identity, and feelings of rejection and isolation through the tokenization of their existence (McCormack, 2020; Settles et al, 2019). Others may feel pressure to align themselves with White faculty for protection and to create professional opportunities.…”

Section: From Diversity and Equality To Equity In Higher Educationmentioning

confidence: 99%

The Equity Paradox Typology: An Application of Critical Race Methodology to Redress Racial Harm Against Faculty of Color

James

Williams

Beltrán

et al. 2021

Qualitative Inquiry

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This inquiry unearths the stratified nature of racial harm in higher education by applying counterstorytelling to fashion an equity case study on racial harm. Racial harm consists of four conditions (hyper-cognition, hyper-isolation, hyper-distress, and hyper-reactivity) brought on by persistent exposure to racial discrimination embedded subtlety within academic departments as a series of racialized conflicts (diversity & curriculum clashes, and relational & power dynamics). To advance the use of qualitative research to end racism in higher education, we offer a true-telling framework, a guide for talking back, a research typology to unearth the pandemic of racism infecting faculty relations.

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“…As McCormack (2020) writes, “For educators who are truly committed to overturning white supremacist pedagogy, practice, thinking, and policy, before we can help students speak truth to power, we have to begin by educating and liberating ourselves” (p. 956). Teacher candidates have to develop their sociopolitical identity, defined by knowledge, skills, and beliefs, to implement a humanizing pedagogy and confront injustices in education.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Equity Scenario Response Survey: Understanding Teacher Candidates’ Preparation of Their Sociopolitical Identity

Bell

Codding

2021

Urban Education

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Teacher educators have a limited amount of time to prepare candidates for becoming political change agents. Therefore, we have to understand the efficacy of preparation efforts. As a result, we developed the Equity Scenario Response Survey to understand our candidates’ preparation of their sociopolitical identity, defined by equity knowledge and skills. Findings from quantitative analyses revealed a reliable and valid scale, while qualitative analyses provided rich information about candidates’ understanding and application of skills. Overall, the utilization of quantitative and qualitative methods allowed researchers to understand from a critical race perspective, the preparedness of candidates’ sociopolitical identity to confront inequities.

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Backpack of Whiteness: Releasing the Weight to Free Myself and My Students

Cited by 6 publications

References 17 publications

“There’s a Lot of Stumbling Forward”: The Impact of Whiteness on Teacher Educators’ Reconceptualization of Culturally Based English Education Curriculum

“There’s a Lot of Stumbling Forward”: The Impact of Whiteness on Teacher Educators’ Reconceptualization of Culturally Based English Education Curriculum

The Equity Paradox Typology: An Application of Critical Race Methodology to Redress Racial Harm Against Faculty of Color

Equity Scenario Response Survey: Understanding Teacher Candidates’ Preparation of Their Sociopolitical Identity

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