Mapping Everyday: Gender, Blackness, and Discourse in Urban Contexts

Taylor, Liz; Helfenbein, Robert J.

doi:10.1080/00131940902911006

Cited by 11 publications

(5 citation statements)

References 7 publications

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“…Space is both material and cognitive. Related to Bonilla-Silva’s (2009) naturalization frame, critical geography provides a way to think about spatial arrangements that people may describe as ‘just natural’ (Taylor and Helfenbein, 2009), such as people wanting to be ‘with their own kind’ in spaces such as dining halls, student unions, and student organizations (Tatum, 2003).…”

Section: Walls Of Whitenessmentioning

confidence: 99%

Teaching Race at Historically White Colleges and Universities: Identifying and Dismantling the Walls of Whiteness

2012

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In this article we outline the 'walls of whiteness' that make it difficult to teach the sociology of race and racism and make it difficult for students at historically white colleges and universities (HCWUs) to wrestle with these important issues. Most white students enter HWCUs surrounded by these walls -protecting them from attacks on white supremacy -that have multiple layers and therefore are even more difficult to penetrate; yet they must be penetrated. With a few exceptions, the institution of American higher education does not threaten those walls. Instead, college education often bolsters them through curricular and extracurricular experiences, residential and disciplinary isolation, institutional symbols, cultural reproduction, and everyday practices such as grading and classroom interactions. We identify these walls in this article and make suggestions regarding strategies to begin their dismantling.

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Section: Walls Of Whitenessmentioning

confidence: 99%

Teaching Race at Historically White Colleges and Universities: Identifying and Dismantling the Walls of Whiteness

2012

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“…Interestingly, these types of practices very closely resemble new manifestations of colonialism (Watt 2008). Urban space and its contradictions are situated within a historical, economic, social, political, colonial, racial and globalized order that seeks to regulate and contain these communities (Lipman 2004;Hill Taylor and Helfenbein 2009). This means that exclusionary politics will shape the disenfranchisement of many communities of color from educational opportunities to clean neighborhoods.…”

Section: Urban Spaces and The Academic Literaturementioning

confidence: 97%

“A Perverse Kind of Sense”: Urban Spaces, Ghetto Places and the Discourse of School Shootings

DeLeon

2011

Urban Rev

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School shootings loom large in the collective imagination and young, White males commit a majority of these horrific crimes. Although many of the descriptions of school shooters in the media and scholarly studies attribute their actions to psychological problems and/or personal/social failings, these events are also often placed in a comparative stance with urban crime, despite being an unrelated sociological phenomenon. The discourses describing these school shootings reproduce stereotypical notions of blackness, rooted in senseless violence, rampant sexuality, poor work ethic, a lack of strong morality and the supposedly degenerate nature of urban crime and ''ghetto'' culture. The author argues these conceptions have a historical lineage dating back to European colonization and demonstrates the necessity for examining contemporary urban issues within a postcolonial context. This type of critical analysis exposes deficit discourses surrounding urban spaces, places and people of color, allowing for resistance to these types of dominant representations.

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“…School district lines, Congressional districts, and city or county boundaries reflect a power dynamic that perpetuates inequality and influences how we understand places to be organized (Giroux, 2012). Further, that groups have historically been spatially segregated by ethnicity, race, or class is understood as not always voluntary and often times, the conflicts that remain between groups is masked behind use of terms like community and the forwarding of sentiments such as pluralism (Smith, 1994;Taylor and Helfenbein, 2009). To ensure that discussions about race and racism in education and society were not thought of as abstract or detached from where they live (Helfenbein, 2006), investigation of local history and institutional responsibility for social injustices present in the large city school district required on the ground, first-hand examination.…”

Section: Racial Boundaries and Mobile Technology In Teacher Educationmentioning

confidence: 99%

Rethinking place, boundaries, and local history in social studies teacher education

Harshman

2017

SSRP

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Purpose The purpose of this paper is to report on a qualitative study that examined how pre-service teachers (PSTs) used mobile technology and experiential learning to critically examine the processes that shape places over time. During Summer course work that occurred prior to beginning their field experience and student teaching, participants explored neighborhoods and public spaces, and researched the history as well as contemporary issues relevant to the places in which their future students live, play, work, shop, and go to school. The use of social media as a forum for sharing and reflecting upon their experiences provided opportunity to critique neoliberal and race-based public policies, as well as support reflection on the relationships between geography and teaching about social (in)justice in the social studies. Findings inform the work of teacher educators who seek to help teacher candidates think more deeply about how spatial contexts inform culturally sustaining and critically minded pedagogy in the social studies. Design/methodology/approach This qualitative study included pre- and post-surveys and two one-on-one interviews between research participants and the researcher. Data were also gathered through the use of posts made by participants to a shared social media account. Interested in the interactive process of subjects and their surroundings, symbolic interactionism provided the methodological framework for this study. Findings Involvement in the study provided PSTs with new ways of thinking about how places are shaped over time and the importance of incorporating local intersections of geography and injustice in the classroom. Through experiential learning, PSTs developed a critical understanding of how place relates to who they teach, moved away from deficit thinking about people and places, and, as evidenced in the examples shared, approached lesson planning as place-relevant and culturally sustaining social studies educators. Originality/value The majority of students enrolled in teacher education courses in the USA remains white and it is well documented that most possess few cultural and geographic ties to the schools and students they work with as PSTs. Interested in the intersection of race, place, and teacher education, this paper discusses research conducted with 12 pre-service secondary social studies teachers (PSTs) who were enrolled in an eight-week Summer seminar course that preceded their Fall field experience and Spring student teaching placements to learn how they interpret their movement through spaces and their understanding of how geography, race, and agency intersect and impact students.

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Mapping Everyday: Gender, Blackness, and Discourse in Urban Contexts

Cited by 11 publications

References 7 publications

Teaching Race at Historically White Colleges and Universities: Identifying and Dismantling the Walls of Whiteness

Teaching Race at Historically White Colleges and Universities: Identifying and Dismantling the Walls of Whiteness

“A Perverse Kind of Sense”: Urban Spaces, Ghetto Places and the Discourse of School Shootings

Rethinking place, boundaries, and local history in social studies teacher education

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