Interrogating Whiteness

Young, Michelle D.; Rosiek, Jerry; Kincheloe, Joe L.; Steinberg, Stephen; Rodriguez, Nelson M.; Chennault, Ronald E.

doi:10.2307/1177055

Cited by 3 publications

(1 citation statement)

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“…Motivated by an incident between two boys, one a new immigrant, it might have focused on issues of immigration and tensions around gender identity ("Macho Behaviour," 1994, p. 5;Marshall, 1999). However, the invisibility of Whiteness politics (Frankenberg, 1993, McIntyre & Lykes, 1998Spina & Tai, 1998;Young & Rosiek, 2000), the political currency of Maori rights and sovereignty, and a positivist approach to qualitative research resulted in a different set of priorities. In discussions of the advisory committee and among research staff members, the issues of race, representation, and voice were framed overwhelmingly in terms of biculturalism (Renwick, 1988).…”

Section: Introductionmentioning

confidence: 99%

When the Subject Is Difference: Conditions of Voice in Policy-Oriented Qualitative Research

Schick

2002

Qualitative Inquiry

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This article reflects on Me Mahi Tahi Tatou, a government-sponsored study of race relations in New Zealand schools. It focuses on ways in which the New Zealand bicultural framework shaped conditions of communication and voice among those involved in conducting the study. In Me Mahi Tahi Tatou, well-intentioned attempts to support the voice of a historically marginalized group were undermined by a reductive identity politics. Political and institutional pressures and a positivist-empiricist research culture further supported a mechanistic approach to social inclusion. The article argues that a meaningful approach to difference and voice in inclusive research requires critical attention to the conditions of communication and the micro-politics of the day-to-day interactions that shape the meaning of social categories in practice.In conducting research, sponsored research in particular, political considerations mitigate reflexive impulses that might undermine the authority of the research (Pawson & Tilley, 1996). Yet what goes on "behind the scenes" is a significant aspect of knowledge production. Factors such as professional, situational, cultural, and interpersonal relationships between researchers are rarely addressed in methods sections of research reports or in methods texts. Researchers' attempts to situate themselves in relation to their work signal an awareness of the centrality of research identities to the process of knowledge production but often do not address the ways research relationships and settings shape research findings, analyses, and reporting.This article extends past research on reflexive research methods and situated knowledge production (CannonMinistry of Maori Affairs (Te Puni Kokiri), the Office of the Race Relations Conciliator, and the Ministry of Education. The project aimed to collect and disseminate examples of positive practice in race relations from New Zealand schools and distribute these nationally in the form of a written report. A significant part of our work focused on securing indigenous Maori involvement on the research team. As coleader of the study, my evolving understanding of the issues of race, representation, and methodology contrasted quite dramatically with the views expressed by others involved in the project. The current article explores the ramifications of using racial categories to ensure the representation of historically marginalized groups and traces the conditions this imposed on the researchers' voice and agency. My goal here is not to challenge the legitimate issue of Maori representation but to highlight the problematics of addressing difference in research design and implementation. I concentrate here on the issues I saw in relation to social categorization as a well-intentioned response to social exclusion (Ellsworth, 1989;McLaren, 1991).The article suggests that progressive research may more fruitfully address mechanisms of racial exclusion by looking more critically at identity categories in relation to the situated conditions of researcher voice and c...

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Section: Introductionmentioning

confidence: 99%

When the Subject Is Difference: Conditions of Voice in Policy-Oriented Qualitative Research

Schick

2002

Qualitative Inquiry

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Digital Dissonances: Structuring Absences in National Discourses on Equity and Educational Technologies

Voithofer

Foley

2007

Equity & Excellence in Education

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This study traces discursive formations surrounding educational technology, equity, and inclusion that have emerged or have been amplified through national policies and initiatives in the U.S., including the Preparing Tomorrow's Teachers to Use Technology (PT3) research grant program, the No Child Left Behind Act (NCLB), the Ed Tech state funding program, the Partnership for 21st Century Skills, and the 2005 National Educational Technology Plan. Using critical discourse analysis and symptomatic readings, we examine language embedded in national initiatives in relation to educational technology to explore how these policies and initiatives address technology equity. Our analysis underscores the ongoing tendency of national discourses about educational technology to support universal and undifferentiated approaches to educational technology integration. In contrast to these national perspectives we advocate for sustaining interventions that promote contextual definitions of success and achievement rooted in the values, discourses, and resources of community and consider the redistribution of resources in ways that accommodate the complex historical and cultural factors that come into play when defining and addressing equity.

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Shifting Ethnicities: ‘Native Informants’ and other Theories from/for Early Childhood Education

Rhedding-Jones

2001

Contemporary Issues in Early Childhood

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This article presents and deconstructs discourses of being 'white', being 'other', being 'foreign' and being 'native', with local examples from early childhood education events, sites and documentations. Working theoretically (after Spivak) and via subjectively told anecdotes and narratives, a postmodern theory of shifting ethnicities emerges. For hybridity and diaspora in early childhoods and later adulthoods, the modernist and colonial notion of singular and even binary ethnicity is unfixed. The work begins from interview data with 'bilingual assistants' in pre-school day care centres in Norway.

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Interrogating Whiteness

Cited by 3 publications

References 0 publications

When the Subject Is Difference: Conditions of Voice in Policy-Oriented Qualitative Research

When the Subject Is Difference: Conditions of Voice in Policy-Oriented Qualitative Research

Digital Dissonances: Structuring Absences in National Discourses on Equity and Educational Technologies

Shifting Ethnicities: ‘Native Informants’ and other Theories from/for Early Childhood Education

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