Let's Talk: An Exploration into Student Discourse about Diversity and the Implications for Intercultural Competence

Oliha-Donaldson, Hannah

doi:10.1080/10646175.2017.1327379

Cited by 7 publications

(6 citation statements)

References 2 publications

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“…Achievement research should move towards a focus on students' perspectives rather than observing students as passive research subjects, in line with Wiggan (2007). It is on this premise that this student-voiced study was conceived, underpinned by the notion that the school environment experienced by students of colour related to their perceptions of bias or deflection of their identity in school (Dennell & Logan, 2015;Song, 2018) and that through their narratives a better understanding of the challenges and micro-oppressions faced by students of colour in the classroom may be constructed (Oliha-Donaldson, 2018).…”

Section: Marginalised Voices and Student-centred Researchmentioning

confidence: 99%

“…More student voice, explicitly the voices of students of colour, is needed in educational research surrounding race, as much of the research on student marginalisation has internationally been told from a privileged perspective (Hylton, 2012). Important perspectives may be lost when the narrative is not studentcentred, a view echoed by hooks ( 2003), Delpit (2006), and by the studies of Zinga and Gordon (2016), Rudick andGolsan (2017), andOliha-Donaldson (2018). While the cited ethnographic studies are illuminating and thought provoking, there is a significant lack of student-centred, participatory, narrative output (Crichlow, 2015).…”

Section: Marginalised Voices and Student-centred Researchmentioning

confidence: 99%

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The Normalcy of Racism in the School Experience of Students of Colour: “The Times When It Hurts”

Kennelly¹,

Mouroutsou²

2020

SER

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This paper focuses on racism in Scottish schools drawing on data from focus groups with secondary students of colour. The study explores racial inequity in schools through students’ reflections on enactments of bias and privilege. Findings demonstrate that 1) students of colour experience racism but race is being ignored or deflected in their interactions in schools; 2) students feel discriminated against due to race; and 3) they do not feel that they are heard and supported by their school. Employing a Critical Race Theory perspective, the article argues for the necessity of race talk in schools and the need for student voice. The study concludes with implications for teachers, research, and education policy, and suggestions for more explicit focus on race in the classrooms, curriculum and policies.

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Section: Marginalised Voices and Student-centred Researchmentioning

confidence: 99%

Section: Marginalised Voices and Student-centred Researchmentioning

confidence: 99%

The Normalcy of Racism in the School Experience of Students of Colour: “The Times When It Hurts”

Kennelly¹,

Mouroutsou²

2020

SER

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“…Our campus's efforts to enter and succeed in the ongoing “diversity game” (Oliha‐Donaldson, 2018) of academia have become more noticeable since May 2020. To date, much of this work has taken the form of “diversity displays” (Okuwobi et al., 2021), defined as those institutional programs, initiatives, and projects “center[ed] more so on intent rather than results, celebration rather than inclusion, and commodification rather than representation” (Okuwobi et al., 2021, p. 386, as cited in; Embrick, 2011).…”

Section: Caring In For or About A Predominantly White Institutionmentioning

confidence: 99%

“Intensity, anxiety … but also, hope?” Reflections on care, whiteness, and emotions by women of color during the virocene

Mejia

Balangoy

Katoch

2022

Gender Work & Organization

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This collaborative autoethnography explores the affective and material effects of the pandemic on our role as Women of Color providing care, engaging in caring, and doing care work at a predominantly white institution (PWI) in the Midwest. Incorporating sociological concepts to explore the racialized dimensions of care work in organizational settings (Hochschild's concepts of emotion labor and emotion work, Kang's work on racialized body labor, and Wingfield and Alston's theory of racial tasks within organizational settings), we examine the complex dynamics between intersectional vulnerabilities emerging from COVID‐19 and structural gendered racism via whiteness in academic settings whose mission is to train future healthcare professionals. To do this, we engage in a collaborative autoethnographic approach to map how racial tasks in three socio‐contextual spaces—academic, social, and experiential settings that facilitate out‐of‐the‐classroom training opportunities—operated to sustain and normalize racial inequities and organizational dynamics that define the institutional identity of an undergraduate health sciences campus. First, we show racial tasks carried out by faculty of color were part of a response to the lack of resources for students of color and an organizational imposition that sustained racial inequities. Second, we describe how racial tasks carried out by undergraduate students of color are connected to white students' sense of fragility, behaviors, and dispositions that have been normalized and reflect aspects of the institutional culture of this PWI. And finally, we see how the body labor connected to racial tasks in experiential education/out‐of‐the‐classroom learning sites exemplify how increasing white nationalism and Trump‐era COVID‐19's policy failures impact organizational practices.

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“…Once again, I am ambushed by micro-oppressors who “believe people have similar opportunities and hence, equal agency” (Oliha-Donaldson, 2018, p. 139). Hiding behind good faith notions of understanding and accepting diversity, and inclusion practices until they are disadvantaged!…”

Section: Salutationmentioning

confidence: 99%

Surviving From the Margins: A Conversation About Identity With James Baldwin

Woodruffe

2020

International Review of Qualitative Research

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Black feminist thought and Black feminist autoethnography are the theoretical and methodological tools that I use to explore transnational identity construction as a Black, Trinidadian–American woman who has experienced hyper(in)visibility. Three letters capture my epiphanic moments as the outsider-within. I stage an interaction with the late literary-activist–scholar, James Baldwin, to address identity-making through race and transnationality, and to problematize interpersonal, structural, and disciplinary forms of power that shape my identity. My critical autoethnography is a self-story—a story that is always navigating between dual citizenships and culture. I place my epiphanic moments in conversation with those of James Baldwin to highlight Black experience from the past and present to provide new ways of narrating difference.

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Let's Talk: An Exploration into Student Discourse about Diversity and the Implications for Intercultural Competence

Cited by 7 publications

References 2 publications

The Normalcy of Racism in the School Experience of Students of Colour: “The Times When It Hurts”

The Normalcy of Racism in the School Experience of Students of Colour: “The Times When It Hurts”

“Intensity, anxiety … but also, hope?” Reflections on care, whiteness, and emotions by women of color during the virocene

Surviving From the Margins: A Conversation About Identity With James Baldwin

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