Other People’s Problems: Student Distancing, Epistemic Responsibility, and Injustice

Whitt, Matt S.

doi:10.1007/s11217-015-9484-1

Cited by 16 publications

(9 citation statements)

References 31 publications

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“…This then allows structural violence to occur, while wilful ignorance helps to maintain and sustain a nursing workplace that is racialised and racialising in its functioning and functionality. Whitt (2016), elaborating on Medina's (2013) exposition of active ignorance, captures this scenario perfectly by noting that:…”

Section: Conclusion: the Reproduction Of White Privilegementioning

confidence: 94%

Making and maintaining racialised ignorance in Australian nursing workplaces: The case of black African migrant nurses

Mapedzahama¹,

Rudge²,

West³

et al. 2018

ARAS

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The 'Culturally and Linguistically Diverse' (CALD) label: A critique using African migrants as exemplar Kwadwo Adusei-Asante and Hossein Adibi Black bodies in/out of place? Afrocentric perspectives and/on racialised belonging in Australia Kwamena Kwansah-Aidoo and Virginia Mapedzahama Educational resilience and experiences of African students with a refugee background in Australian tertiary education

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Section: Conclusion: the Reproduction Of White Privilegementioning

confidence: 94%

Making and maintaining racialised ignorance in Australian nursing workplaces: The case of black African migrant nurses

Mapedzahama¹,

Rudge²,

West³

et al. 2018

ARAS

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“…Culturally ignorant students are more likely to recognize friendships as reciprocal friendships rather than real ones (Green, 2019). The distancing of students has adverse effects on them, such as misrecognition or ignorance on their complicity towards committing injustices (Whitt, 2016). Educators should once again fill the role of educating students on committing injustices and prejudices, as well as establishing a knowledge-seeking attitude for students to have better ways of acquiring knowledge (Whitt, 2016).…”

Section: Ignorancementioning

confidence: 99%

“…The distancing of students has adverse effects on them, such as misrecognition or ignorance on their complicity towards committing injustices (Whitt, 2016). Educators should once again fill the role of educating students on committing injustices and prejudices, as well as establishing a knowledge-seeking attitude for students to have better ways of acquiring knowledge (Whitt, 2016). As a result of cultural ignorance on the part of local students, international students faced barriers in satisfying human needs (Newsome and Cooper, 2016).…”

Section: Ignorancementioning

confidence: 99%

Unity in Diversity: The Assimilation of Culture to Filipino Students in Qatar

Edrosolam¹,

Burog²,

Rosario³

et al. 2020

IJRP

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Background: The continuous progression of the world has inflicted a multitude of impacts on every nation. Due to the advancement of technology in a globalized world, Exposure to different cultures to various means has become prevalent, especially in a learning environment. Ever since Filipino students mixed in with other ethnicities, cultural diversity began to aggravate as international students provided a bank of cultural knowledge to Filipino students. Methods: This research employs a phenomenological approach to the idea of cultural assimilation to determine whether or not Filipinos retain their cultural identity and identify the extent of it. The researchers interviewed Filipino students that have been in contact with other foreign nationalities for an ample amount of time. Findings: The cultural presence of Filipinos are susceptible to changes, especially if adaptation in an unfamiliar environment becomes a necessity in livelihood and lifestyle. Conclusions: Filipino students in the school adapted to a multicultural environment due to the necessity of the circumstance that they have provided with to ensure an undisrupted flow in their learning process. Recommendations: The data and results found in this study could deliver more concrete answers if it utilized a more significant population to analyze the behavior in a more detailed and intricate way from which a more explicit cultural paradigm can form.

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“…To be complicit is defined as “helping to… do wrong in some way” (Merriam‐Webster, ). Whitt () uses the phrase complicit injustice to refer to the ways that both ignorance and a passive attitude can perpetuate injustice in society. He describes ignorance as implicated in the maintenance of power and privilege in society—a dangerous state of affairs that needs to be challenged by greater knowledge of injustices.…”

Section: Beyond “True Presence”: Implications For Nurses’ Practicesmentioning

confidence: 99%

“…In order to begin to address social justice issues in nursing, we must first begin with knowledge. As identified by Whitt (), one strategy to prevent injustice is to address the issue of ignorance. This is echoed by the TRC () and its calls to action, which specifically include the need for education on the injustices done to Canada's Indigenous peoples to be included in curricula.…”

Section: Beyond “True Presence”: Implications For Nurses’ Practicesmentioning

confidence: 99%

Bearing witness in nursing practice: More than a moral obligation?

2018

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In this paper, we explore the concept of bearing witness in nursing practice. We examine the description of bearing witness in the nursing literature, particularly that offered by William Cody who suggests that bearing witness results in the limited moral obligation of “true presence.” We then turn to Lorraine Code's work on testimony, drawing parallels between the concepts of testimony and bearing witness. Code suggests that receiving testimony results in a responsibility to respond, and that this is an ethico‐political obligation. We discuss these ideas in relation to a Canadian exemplar of witnessing the Truth and Reconciliation Commission of Canada's work to understand and address the historical injustices done to Indigenous peoples in Canada. Here, we focus on the Commission's definition of witnessing and highlight the experience of Shelagh Rogers who served as an honorary witness. As an outcome of our analysis, we suggest that bearing witness in nursing practice is most usefully conceptualized as both a moral and a political obligation. Implications for nursing practice are suggested, including first, the need to critically examine our own understandings of power and privilege in order to authentically bear witness and avoid being complicit in injustice, and second, the concomitant responsibility to take action to challenge injustice once we have borne witness to it.

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Other People’s Problems: Student Distancing, Epistemic Responsibility, and Injustice

Cited by 16 publications

References 31 publications

Making and maintaining racialised ignorance in Australian nursing workplaces: The case of black African migrant nurses

Making and maintaining racialised ignorance in Australian nursing workplaces: The case of black African migrant nurses

Unity in Diversity: The Assimilation of Culture to Filipino Students in Qatar

Bearing witness in nursing practice: More than a moral obligation?

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