Deconstructing Whiteliness in the Globalized Classroom

Kim, Dae-Joong; Olson, Bobbi

doi:10.37514/atd-b.2016.0933.2.06

Cited by 3 publications

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“…Multilingual issues and pedagogy are almost exclusively talked about from a colorblind perspective. Acts of racism in an ESL context are often deemed well‐intentioned, such as the story I related earlier about the Nigerian students who were emailed ESL support information simply because they were foreign names on a list of students, as if the harm was eliminated by lack of malicious intent (Kim & Olson, 2017). Second, difference is deficit .…”

Section: The Discourse Of Struggle For Multilingual Nursing Studentsmentioning

confidence: 99%

“…This unlearning process is never complete, and I remain self-conscious about my ability to speak about race and its intersection with language. I am aware of the ways in which I am privileged as a nursing faculty member in the classroom via Kim and Olson's (2017) enlightening list of unearned authorities for White scholars: I hold the privilege to expect my students will not question my credentials; I can open my mouth and instantly be recognized as a "native" English speaker; I can enter a classroom and not be mistaken for a student; I can say I don't know something without fear of being judged incompetent. I have these privileges with some limits as I am not entirely free from intersectional disadvantages.…”

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confidence: 99%

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Language as a proxy for race: Language and literacy and the nursing profession

Mitchell

2023

Nursing Inquiry

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Defining a nurse as literate is disciplinary and contextual, linked to professional identity formation, and an issue impacting patient safety. Literacy and language proficiency are concepts assessed through examining skills in four pillars: reading, writing, speaking, and listening. This article explores how literacy is not only a practice issue but inextricably intertwined with issues of race, equity, diversity, and inclusiveness in our profession—both in regulatory policy and classroom pedagogy. In making the argument that language is a proxy for race, three cases of language and literacy will be presented. First, the deficit discourse of multilingual student struggle is stereotyped to the presence or absence of an accent, with multilingual student needs often treated homogeneously in disregard of population heterogenous abilities. Second, regulatory policies for language testing internationally educated nurses are discriminatory with testing context bearing little relationship to the language needs of nursing practice. Third, that the myth of “one standard English” results in racist evaluation practices of student academic performance. Recommendations are made for reframing how language and literacy are viewed in nursing education and regulation of practice with a focus on acknowledgment of one's personal relationship to racial issues and emphasizing the need for a change in mindset toward racialized multilingual students and writers.

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Section: The Discourse Of Struggle For Multilingual Nursing Studentsmentioning

confidence: 99%

mentioning

confidence: 99%

Language as a proxy for race: Language and literacy and the nursing profession

Mitchell

2023

Nursing Inquiry

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“…Thus, when these oppressive systems are broken down, it is impossible for political hegemony to exist in the classroom. Carten et al (2016) and Kim and Olson (2017) have further argued that deconstructing and eliminating racial and ethnic injustice in schools and rebuilding them to embody equitable learning environments where all learners can achieve high levels of academic success requires decolonising the curriculum. To further justify the argument, empirical studies supporting the empowerment of marginalised communities in teaching and learning as a means to decolonise classroom management emphasise the critical role of culturally responsive teaching and inclusive curricula.…”

Section: Findings From Major Argumentsmentioning

confidence: 99%

Decolonising Classroom Management and Its Political Hegemony in Universities

Omodan

2023

Social Sciences

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This theoretical opinion paper responds to the existing colonial hegemony in university classrooms. The study is underpinned by decoloniality with objectives to conceptualise decoloniality as a theoretical lens for classroom management and to present the assumptions of decoloniality as an effective classroom management system in universities. The study is located within a transformative worldview, and the argument was analysed using conceptual analysis as a tool to make sense of the argument deductively. The study argued that knowledge production through dialogue, advocating for the weaker voices in the classroom, and challenging power structures are dimensions needed to decolonise classroom management in the university system. The study concludes with the need to promote an atmosphere that encourages discussion, provides opportunities for underrepresented groups to take centre stage, and facilitates bravery from its members towards oppressive systems within the classroom.

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Decolonising the social sciences

Khoo

2024

Irish Journal of Sociology

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This article unpacks some complexities of ‘decolonizing’ in Ireland, a complicated semiperipheral ‘mixed colony’, in which rhetorics, logic, and grammar are simultaneously colonial and decolonial, interrupting and complicitly reproducing divisive and dehumanizing colonialities of knowledge and being. The global call to decolonize academia invites Irish social scientists to confront significant social divisions, economic precarities, and epistemic erasures. I present ‘decolonial repair’ as a doubled figure of return and mending, engaging the decolonial work of double translation: centring anti-colonial thought and enacting horizontal dialogue. Facing partly obscured colonial wounds that remain difficult to countenance, a doubled repair re-approaches transformation via renewed engagements between non-Occidental demands for decolonization and ambiguous legacies of extraversion. Unpacking elisions, complicities, and precarities of Irish social science, this article teases out what ‘decolonizing social science’ might entail in a semiperipheral, white(ly) post-colony. In keeping with the scope of this journal and the defining role of sociology in the social sciences, this article focusses on sociology as a lens for discussing the broader, constitutive elisions, turns, and complicities of Irish social science. The broader aim and hope is to help unpack some of the challenges, projects, and pitfalls involved in this Special Issue's focus on ‘decolonizing academia’.

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Deconstructing Whiteliness in the Globalized Classroom

Cited by 3 publications

References 0 publications

Language as a proxy for race: Language and literacy and the nursing profession

Language as a proxy for race: Language and literacy and the nursing profession

Decolonising Classroom Management and Its Political Hegemony in Universities

Decolonising the social sciences

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