Confounded Identities: A Meditation on Race, Feminism, and Religious Studies in Times of White Supremacy

Jesús, Aisha M. Beliso-De

doi:10.1093/jaarel/lfx085

Cited by 31 publications

(2 citation statements)

References 51 publications

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“…However, those who frame the problem as a need to move from talking to acting as soon as possible express their impatience by demanding that something must be done, as if impatience itself could be an act of solidarity. This impatience is, of course, understandable (and potentially frustrating for scholar‐activists who have been working on these issues for decades (Beliso‐De Jesús, 2018)). And yet, the demand that something needs to be done, right now, risks trivialising the severity, the extent, of institutional imperialism.…”

Section: Methodsmentioning

confidence: 99%

Decoloniality and healthcare higher education: Critical conversations

Pillay,

Kathard,

Hansjee

et al. 2023

Intl J Lang & Comm Disor

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BackgroundWe explore the theoretical and methodological aspects of decolonising speech and language therapy (SLT) higher education in the United Kingdom. We begin by providing the background of the Rhodes Must Fall decolonisation movement and the engagement of South African SLTs in the decoloniality agenda. We then discuss the evolution of decoloniality in SLT, highlighting its focus on reimagining the relationships between participants, students, patients and the broader world.ObjectiveThe primary objective of this discussion is to fill a gap in professional literature regarding decoloniality in SLT education. While there is limited research in professional journals, social media platforms have witnessed discussions on decolonisation in SLT. This discussion aims to critically examine issues such as institutional racism, lack of belonging, inequitable services and limited diversity that currently affect the SLT profession, not just in the United Kingdom but globally.MethodsThe methods employed in this research involve the engagement of SLT academics in Critical conversations on decolonisation. These conversations draw on reflexivity and reflexive interpretation, allowing for a deeper understanding of the relationship between truth, reality, and the participants in SLT practice and education. The nature of these critical conversations is characterised by their chaotic, unscripted and fluid nature, which encourages the open discussion of sensitive topics related to race, gender, class and sexuality.Discussion pointsWe present our reflections as academics who participated in the critical conversations. We explore the discomfort experienced by an academic when engaging with decolonisation, acknowledging white privilege, and the need to address fear and an imposter syndrome. The second reflection focuses on the experiences of white academics in grappling with their complicity in a system that perpetuates racism and inequality. It highlights the need for self‐reflection, acknowledging white privilege and working collaboratively with colleagues and students toward constructing a decolonised curriculum.Finally, we emphasise that while action is crucial, this should not undermine the potential of dialogue to change attitudes and pave the way for practical implementation. The paper concludes by emphasising the importance of combining dialogue with action and the need for a nuanced understanding of the complexities involved in decolonising SLT education.ConclusionOverall, this paper provides a comprehensive overview of the background, objectives, methods and key reflections related to the decolonisation of SLT higher education in the United Kingdom. It highlights the challenges, discomfort and responsibilities faced by academics in addressing decoloniality and emphasizes the importance of ongoing critical conversations and collective action in effecting meaningful change.WHAT THIS PAPER ADDSWhat is already known on this subject Prior to this paper, it was known that the decolonial turn in speech and language therapy (SLT) was a recent focus, building on a history of professional transformation in South Africa. However, there was limited literature on decoloniality in professional journals, with most discussions happening on social media platforms. This paper aims to contribute to the literature and provide a critical conversation on decolonising SLT education, via the United Kingdom.What this paper adds to existing knowledge This paper adds a critical conversation on decolonising SLT higher education. It explores theoretical and methodological aspects of decoloniality in the profession, addressing issues such as institutional racism, lack of sense of belonging, inequitable services and limited diversity. The paper highlights the discomfort experienced by academics in engaging with decolonisation and emphasizes the importance of reflection, collaboration and open dialogue for meaningful change. Notably we foreground deimperialisation (vs. decolonisation) as necessary for academics oriented in/with the Global North so that both processes enable each other. Deimperialisation is work that focuses the undoing of privilege exercised by academics in/with the Global North not only for localising their research and education agenda but checking their rite of passage into the lives of those in the Majority World.What are the potential or actual clinical implications of this work? The paper highlights the need for SLT practitioners and educators to critically examine their practices and curricula to ensure they are inclusive, decolonised and responsive to the diverse needs of communities. The discussions emphasise the importance of addressing institutional racism and promoting a sense of belonging for research participants, SLT students and patients. This paper offers insights and recommendations that can inform the development of more equitable and culturally responsive SLT services and education programmes.

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Section: Methodsmentioning

confidence: 99%

Decoloniality and healthcare higher education: Critical conversations

Pillay,

Kathard,

Hansjee

et al. 2023

Intl J Lang & Comm Disor

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“…In fact, already infants prefer those similar to them in various dimensions (Ellis et al, 2017; Kinzler et al, 2007; Pun et al, 2018), and preschoolers discriminate even based on arbitrary minimal group membership (e.g., Benozio & Diesendruck, 2015; Dunham et al, 2011). As they mature, kindergarteners and school‐aged children from around the world start to hold negative attitudes and essentialist beliefs about social groups salient in their respective cultures, such as race (Aboud, 1988; Dunham et al, 2006), religion (Chalik et al, 2017; Smyth et al, 2017), nationality (Beliso‐De Jesús, 2018; Bennett et al, 2004), and ethnicity (Davis et al, 2007; Teichman & Bar‐Tal, 2008). In fact, children's prejudicial attitudes seem to peak around ages 5–7 years, declining by the time they are 8–10 (Raabe & Beelmann, 2011).…”

Section: The Development Of Group Identity and Intergroup Biasmentioning

confidence: 99%

Priming group identities affects children's resource distribution among groups

Nassir,

Diesendruck

2023

Child Development

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The present research investigated the effect of ethnic–national identity on intergroup attitudes among Israeli children. Between 2019 and 2020, 136 Arab Muslim and 136 Jewish 5‐ and 10‐year‐olds (boys and girls) participated in one of four ethnic–national identity conditions: ingroup, outgroup, common identity, and control. In each condition, participants were described a city whose residents were defined according to the condition. Then, children were asked to “release” positive and negative animals to an ingroup city, an outgroup city, or a zoo. The results showed that highlighting a common identity improved attitudes across all children, but effect of ingroup and outgroup emphases varied between Jewish and Arab children. These results highlight the different dynamics of social identities among majority and minority children.

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Erik H. Erikson’s Young Man Luther: A Classic Revisited, Again

Arjona

2019

Pastoral Psychol

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Confounded Identities: A Meditation on Race, Feminism, and Religious Studies in Times of White Supremacy

Cited by 31 publications

References 51 publications

Decoloniality and healthcare higher education: Critical conversations

Decoloniality and healthcare higher education: Critical conversations

Priming group identities affects children's resource distribution among groups

Erik H. Erikson’s Young Man Luther: A Classic Revisited, Again

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