Colonization and Racism

Glover, Mandi; Dudgeon, Pat; Huygens, Ingrid

doi:10.1007/978-0-230-21400-2_16

Cited by 21 publications

(22 citation statements)

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“…In the Australian context, Indigenous authors (e.g., Glover, Dudgeon, & Huygens, 2005;Martin, 2003) have articulated Indigenous ways of knowing, being, and doing. Based on the work of Rigney, Martin (2003) wrote that Indigenist research "is culturally safe and culturally respectful research that is comprised of three principles: resistance as an emancipatory imperative, political integrity in Indigenous research and privileging Indigenous voices in Indigenist research" (p.205).…”

Section: Decolonising Methodologiesmentioning

confidence: 99%

Educating for anti‐racism: producing and reproducing race and power in a university classroom

Sonn

2008

Race Ethnicity and Education

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In this paper I explore some of the issues associated with teaching about race, culture and ethnicity in a psychology program. These curriculum initiatives are part of a broader agenda of raising awareness about racialised oppression and exclusion and contributing to the development of ways of researching and practicing psychology that are transformative and culturally sensitive. I overview the broader context and describe our subject and the guiding principles. This is followed by a description and analysis of two events in the classroom that illustrate the ways in which students differentially respond to the challenges posed by writings that challenge taken for granted understandings of race. Part of the analysis shows that students can often engage in the reproduction of oppressive practices and invest in whiteness.It is suggested that more than single semester subjects are required to promote and support the development of critical capacities for anti-racism practice. There is also a body of research and writing by ethnic minorities in different countries that is part of the broader movement of indigenous peoples advocating for the reconstruction and development of a psychology that can positively contribute to social justice for Indigenous and other minority communities in Australia and elsewhere (e.g., Bulhan, 1980Bulhan, , 1985 4 Comas-Díaz, Lykes, Alarcón, 1998;Harris, Carney, & Fine, 2002;Martin, 2003). In my view this writing is vital to informing critical pedagogy that is aimed at developing forms of psychological pedagogy and practice that is reflexive and transformative of oppressive racial power relations (see Denzin, 2003;Freire, 1972;hooks, 1990). KeywordsIn this paper, I share some lessons about developing curriculum that is aimed at incorporating considerations of race, culture and ethnicity in psychology courses. Whiteness studiesIn addition to this writing there is the area of critical whiteness studies that potentially complements the work in areas of decolonisation because of its focus on interrogating and transforming dominance (Fine, Powell, & Mun Wong, 1997;Frankenberg, 1997; Sue, 2004).Whiteness studies are typically concerned with antiracism and how white people's identities and positions are shaped by racialised cultures. Frankenberg (1993) wrote that whiteness can be broadly defined as "...the production and reproduction of dominance rather than subordination, normativity rather than marginality, and privilege rather than disadvantage" (p. 236). In Australia, whiteness is something that places white people in dominant positions, 6 grants white people unfair privileges, and that this dominance and privilege is not visible to white people. The meaning of whiteness is also more complex than this. Although whiteness cannot be separated from hegemony, the relations of power within whiteness are not monolithic, complete, or uniform (Frankenberg, 1997;Kincheloe & Steinberg, 1998).Whiteness is multifaceted, situationally specific, and reinscribed around the changing meanings of...

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Section: Decolonising Methodologiesmentioning

confidence: 99%

Educating for anti‐racism: producing and reproducing race and power in a university classroom

Sonn

2008

Race Ethnicity and Education

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“…One interesting difference comes from the work of Glover, Dudgeon, and Huygens (2005). They discuss oppression and racism from the perspective of indigenous peoples and settlers.…”

Section: Cautionsmentioning

confidence: 96%

“…This was a treaty between the British and Maoris, and recognizes the rights of language, religion, and organization of the Maoris (Glover et al, 2005). In terms of oppression, implementation of such a treaty makes a powerful political redress of past injustices for the Maori people-a political action that could lead to positive psychological and health outcomes for them.…”

Section: Cautionsmentioning

confidence: 98%

Psychopolitical validity: power, culture, and wellness

Fisher

Sonn

2008

Journal Community Psychology

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In this commentary, the authors review and critique Prilleltensky's model of psychopolitical validity and wellness. Although the overt recognition of power, oppression, and political forces are viewed most favorably, cautions are also given. Of most importance is the way in which his model is based in an undeclared North American model of psychology and culture. The authors examine the disjuncture between the stated aims of psychopolitical validity and the ways in which different cultures and social systems construe the world. The proposal for a political focus on power and oppression is welcomed, but cautions are offered about the commensurability of different worldviews and practices. & 2008 Wiley Periodicals, Inc.In his article in this issue (pp. 116-136), Isaac Prilleltensky makes a call for a more activist and politically informed mode of operating in community psychology. He places before the readers a model of psychopolitical validity in advocating a change in focus and method for much of our research and practice. In many ways, he makes a compelling argument for a revitalization of the approaches that we employ and the theorizing and interventions that we may plan and implement.For Prilleltensky, this is not a new call; it reflects the development of a series of themes that he has addressed across many years of research, action, and publication. From the time of his dissertation (Prilleltensky, 1989) he has made a series of critiques of the practice of psychology and its theorizing

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“…Practitioners, who are members of dominant groups find themselves searching for effective ways to participate in struggles for justice and processes of decolonization (Glover, Dudgeon, & Huygens, 2005). As a New Zealand-born child of Dutch immigrants entering a monocultural, assimilationist society, my experiences of racism directed at our family encouraged my empathy with Maori families and my later commitment to anti-racism work.…”

Section: Researcher Positioningmentioning

confidence: 98%

Discourses for decolonization: affirming Maori authority in New Zealand workplaces

Huygens

2006

Community & Applied Soc Psy

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When dominant group members participate in the work of decolonization, their tasks are different from those of indigenous peoples. This study identifies key features of alternative discourses used by members of the dominant group in New Zealand workplaces. Sixteen accounts of organizational changes to implement te Tiriti o Waitangi, 1840, which guaranteed indigenous Maori authority, were analysed using the methods of critical discourse analysis. Two new resources were critically important to narrators of such change: (i) affirmation of self-determined Maori authority (tino rangatiratanga) and (ii) pursuit of a 'right relationship' between Maori and Pakeha in a new constitutional framework of dual authorities. These discursive resources are discussed in the context of an ongoing critical dialogue between Maori and Pakeha about decolonization work.

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Colonization and Racism

Cited by 21 publications

References 0 publications

Educating for anti‐racism: producing and reproducing race and power in a university classroom

Educating for anti‐racism: producing and reproducing race and power in a university classroom

Psychopolitical validity: power, culture, and wellness

Discourses for decolonization: affirming Maori authority in New Zealand workplaces

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