Making the Emperor's New Clothes Visible in Anti-Racist Teacher Education: Enacting a Pedagogy of Discomfort with White Preservice Teachers

Ohito, Esther O.

doi:10.1080/10665684.2016.1226104

Cited by 104 publications

(69 citation statements)

References 33 publications

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“…My classroom teaching is specifically informed by pedagogies of discomfort, which recognize and problematize deeply embedded cognitive and affective dimensions that shape our complicity with oppressive social structures (Boler & Zembylas, ; Zembylas, ). Pedagogy of discomfort disabuses us of the innocuousness often attributed to ignorance—framing it as an active detachment from what we do not want to know rather than a passive lack of knowledge (Ohito, ). Much is at stake when we try to address ignorance as it requires us to step out of our comfort zones in ways that unsettle us and disrupt our sense of self.…”

Section: Coloniality Of “Community:” Examples From the Classroommentioning

confidence: 99%

“…In practice, this is often taken to mean (erroneously) that students should be allowed to express anything without necessarily holding them accountable. Furthermore, questions and perspectives that challenge or contradict students’ viewpoints or jeopardize their sense of equilibrium tend to be interpreted as lack of safety (Arao & Clemens, ; Ohito, ). This is particularly true in cross‐racial interactions, where not all voices are heard or received equally.…”

Section: Decolonizing “Community:” Recommendations For Pedagogy and Cmentioning

confidence: 99%

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Decolonizing “Community” in Community Psychology

Dutta

2018

American J of Comm Psychol

113

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This article endeavors to craft pathways that disrupt dominant modes of knowledge production and imagine nonhierarchical epistemic possibilities in teaching community psychology. The first section of the article discusses how the decolonial turn inspires new ways of advancing the critical social justice agenda of community psychology. Drawing upon decolonial frameworks and allied critical theories, I outline how coloniality is entrenched in the ways we theorize, research, and teach about “communities”—and the importance of decolonizing the construct of community in community psychology. The second section presents three vignettes capturing student responses to endeavors in the classroom to dismantle notions of community‐as‐Other. I interpret these vignettes through a decolonial perspective in order to highlight how colonial discourses of community can be produced and potentially maintained in the classroom context. The third section outlines some pedagogical and curricular recommendations as a possible pathway toward decolonizing notions of community. I conclude with some questions/provocations geared toward advancing decolonial and liberatory praxis in community psychology.

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Section: Coloniality Of “Community:” Examples From the Classroommentioning

confidence: 99%

Section: Decolonizing “Community:” Recommendations For Pedagogy and Cmentioning

confidence: 99%

Decolonizing “Community” in Community Psychology

Dutta

2018

American J of Comm Psychol

113

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“…Students' families' lives became the heart of the curriculum-with the goal to make this work transformational, rather than cosmetic-by seeking to make students feel uncomfortable intentionally (Case and Ngo 2017). Ohito (2016) explains this very concept in this way: " . .…”

Section: Critical Family History Projectsmentioning

confidence: 99%

There Has Been No Remorse over It: A Narrative Inquiry Exploring Enslaved Ancestral Roots through a Critical Family History Project

2020

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This paper explores the benefits and value of college students’ conducting critical family history (CFH) projects, which may serve as curricular material to expand students’ understanding of complex aspects of history and immigration. This article unpacks how one student came to see herself and others from a deeper perspective, particularly through the lens of someone who chose to continue digging into her enslaved ancestors’ roots. Using narrative inquiry, a college instructor and former student collaboratively reflect on the lessons learned from using a CFH project in a college-level class primarily for preservice teachers. A unique aspect of this paper is that it gives voice to a former student in the class, which provides a way of seeing the complexities and dehumanizing components of the lives of enslaved Africans in the U.S.—often sanitized out of history books. In addition, a university librarian suggests approaches to genealogical research, by focusing more on the lived experiences of ancestors that go beyond dates and locations. The perspectives from both a former student and the college instructor add multiple dimensions on lessons learned from a critical family history project, which uses students’ family histories as funds of knowledge as the primary curriculum.

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“…Here we are reminded of child advocate Alice Ray's words: "Socialemotional learning in the absence of social justice-simply isn't" (Duffell, 2017). Teachers' concerns about coming across as "too political" is usually a way to preserve Whiteness and White privilege in education and teacher education programs contribute it (see Matias, Montoya, & Nishi, 2016;Ohito, 2016), but "teaching is inherently political" (Nieto, 2006, p.1). Fears of coming across as "too political" prevent educators from leveraging SEL as a tool to help unpack questions that address issues of social justice."…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

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2020

NWJTE

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Making the Emperor's New Clothes Visible in Anti-Racist Teacher Education: Enacting a Pedagogy of Discomfort with White Preservice Teachers

Cited by 104 publications

References 33 publications

Decolonizing “Community” in Community Psychology

Decolonizing “Community” in Community Psychology

There Has Been No Remorse over It: A Narrative Inquiry Exploring Enslaved Ancestral Roots through a Critical Family History Project

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