My Story of Sal: A Critical Self-reflective Autoethnography Revealing Whiteness in the Classroom

Wood, Craig

doi:10.18251/ijme.v19i1.1264

Cited by 9 publications

(4 citation statements)

References 21 publications

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“…Scholarly literature about transnational pre-service teachers (Spathis, 2014), immigrant teachers (Bense, 2016) and overseas trained teachers in Australia (Collins & Reid, 2012;Datta & Lavery, 2017) stressed the role of structural conditions in teachers' contextualisation processes. This literature could be useful for examining experiences and engagements with ATSI students and content as it has already been reported in the case of non-Indigenous Australian pre-service teachers (Thorpe, 2017), teacher educators (Kelly, 2013;Moodie & Patrick, 2017) and in-service teachers (Booth, 2014;Buxton, 2015;Wood, 2017). The impact of exploring the position of international students as pre-service teachers in relation to ATSI affairs may be small in numbers.…”

Section: Discussionmentioning

confidence: 98%

Untitled

2020

AJTE

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Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching Aboriginal and Torres Strait Islander content. I argue that assuming a position to respond to these policies as international pre-service teacher is overlapped with a multilayered process in which epistemological deliberation occur as a consequence of being in a state of constant position shifting. Anzaldúa's Coyolxauqui imperative and Martin's Relatedness theory are used to analyse the structural conditions that framed the epistemological challenges that I encountered. I suggest a process to support international pre-service teachers who are ethnic minorities to assume a position in relation to these policies. Recommendations for potential further research are outlined.

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Section: Discussionmentioning

confidence: 98%

Untitled

2020

AJTE

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“…The risk of practicing on ‘autopilot’ can include stagnation of practice, loss of creativity and working in discriminatory or oppressive ways (Bassot, ). In contrast, reflective practice can help practitioners become agents of social change, through individual practice development through to identifying oppressive organisational structures and practices (Garneau, ; Smith, ; Wood, ).…”

Section: Discussionmentioning

confidence: 99%

Navigating and negotiating meanings of child abuse and neglect: Sociocultural contexts shaping Australian nurses’ perceptions

Lines

Hutton

Grant

2020

Health Soc Care Community

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Nurses who work with children have the opportunity to make a difference by identifying and responding to child abuse and neglect. Little is known about the ways that nurses define, assess and respond to child abuse and neglect and how this subsequently affects children. This paper reports one of four themes identified through inductive analysis of a qualitative study exploring nurses’ perceptions and experiences of keeping children safe from abuse and neglect. The aim of this paper was to report on how nurses understand and interpret child abuse, is found to be shaped by their own sociocultural contexts. A qualitative research design underpinned by social constructionism framed the study. Data were collected in 2016 and 2017 through 21 in‐depth, semi‐structured interviews with nurses who work with children in Australia. Key findings showed that nurses working with children had difficulty defining child abuse and drew upon multiple sources to construct a working definition. In addition to drawing from official legislation and guidelines, nurses compared and contrasted the level of abuse with their own personal and professional experiences of parenting. Nurses described the challenges of making assessments when faced with cultural practices different from their own. Nurses’ descriptions of how they defined abuse showed that their assessments of child abuse and neglect were inextricably linked to their personal values and beliefs. As such, nurses were often working from their own value systems rather than consistently taking a child‐focussed approach. There was an absence of consistent and explicit critical reflection on ways that values and beliefs might shape practice at individual and system levels. We propose this is a missing aspect of child safe practice. Reflection on how personal and professional values and beliefs interact with the implementation of evidence‐informed approaches will increase nurses’ capacity to maintain a child‐focus.

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“…It is also similar but different from Puwar’s (2020: 552) call for the most prominent decolonial scholars to engage in ‘an element of stepping back, out of the light, to exercise reflexivity on academic performativity, in terms of how space is taken up and granted’, because, again, I apply such reflexivity to my self rather than to others. In some respects, decolonial reflexivity is most similar to those scholars who have engaged in reflexivity about their complicity with sustaining white privilege in academia (Linley, 2017; Wood, 2017), yet with the important difference being that decolonial reflexivity is about assessing decolonial scholars’ potential complicity with coloniality. In order to achieve this, I first introduce some of the most pivotal theoretical scholarship to have called attention to the Westerncentrism of sociology and social theory as familiarity with this tradition is essential for arriving at a more robust decolonial reflexivity.…”

Section: Introductionmentioning

confidence: 99%

Turning the Decolonial Gaze towards Ourselves: Decolonising the Curriculum and ‘Decolonial Reflexivity’ in Sociology and Social Theory

Moosavi

2022

Sociology

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This article provides a theoretical evaluation of the author’s attempts at decolonising a sociology and social theory course in Singapore. It also introduces the notion of ‘decolonial reflexivity’ as a strategy for refining academic decolonisation. In doing so, this article seeks to overcome both the insufficient introspection about the potential for coloniality to reside within efforts at academic decolonisation, and the tendency to separate theoretical and applied discussions about academic decolonisation. It is argued that the author’s attempts to decolonise the curriculum were limited because the course may have inadvertently: (a) sustained exclusion while claiming to be inclusive; (b) maintained the status quo while claiming to be radical; and (c) reinscribed Westerncentrism while claiming to decolonise. This article suggests that although academic decolonisation is a commendable aspiration, academics who wish to decolonise must continually consider the theoretical complexities that are generated by our attempts at academic decolonisation.

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My Story of Sal: A Critical Self-reflective Autoethnography Revealing Whiteness in the Classroom

Cited by 9 publications

References 21 publications

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Navigating and negotiating meanings of child abuse and neglect: Sociocultural contexts shaping Australian nurses’ perceptions

Turning the Decolonial Gaze towards Ourselves: Decolonising the Curriculum and ‘Decolonial Reflexivity’ in Sociology and Social Theory

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