Race, Gender, and Bodily (Mis)Recognitions: Women of Color Faculty Experiences with White Students in the College Classroom

Ford, Kristie A.

doi:10.1353/jhe.2011.0026

Cited by 66 publications

(52 citation statements)

References 46 publications

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“…Such analyses tend to focus on ways the ideological substance of race “materializes,” overlooking how much selective inattention, bodily misrecognition, and systematic non‐knowing “making race” demands (Brekhus et al, ; Ford, ; Mueller, ). Indeed, speaking from the phenomenological standpoint of the “unseen,” Du Bois's ( [1903]) theory of double consciousness implies the ignorance of dominant groups, who cannot apprehend the talents, let alone humanity of targeted racial groups, perceiving instead racist fantasies they project onto a “veil” erected between themselves and people of color (see also Itzigsohn & Brown, ).…”

Section: Promise In the Study Of Racism Racial Domination And Raciamentioning

confidence: 99%

Advancing a sociology of ignorance in the study of racism and racial non‐knowing

Mueller

2018

Sociology Compass

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By a wealth of indicators, ignorance appears a bona fide if often vexing social fact. Ignorance is socially constructed, negotiated, and pervasive; ignorance is often socially inevitable, even necessary; and, without a doubt, ignorance is socially consequential. Yet, despite its significance, ignorance has appeared a largely secondary concern among sociologists. Perhaps more perplexing, while sociologists of racism, power, and domination have long focused on the ways racial ideologies distort and mystify racial understanding to sustain White supremacy over time, we have done less to elaborate ignorance than is possible and warranted.Here, I join growing calls for a fully-fledged "sociology of ignorance" and argue that antiracist and decolonial scholars have much to gain from and contribute to such an endeavor. This article traces the historical forebears of a "sociology of ignorance" and explores ignorance as a social concept before turning to examine precedents and increasing attention to ignorance scholarship on racism, racial domination, and racialized non-knowing. Drawing from this work, I urge race-critical scholars take advantage of our unique position to advance theory and methodology surrounding ignorance and the social-cultural production of non-knowledge as a broader area of social inquiry.

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Section: Promise In the Study Of Racism Racial Domination And Raciamentioning

confidence: 99%

Advancing a sociology of ignorance in the study of racism and racial non‐knowing

Mueller

2018

Sociology Compass

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“…Widnall (1988) conducted studies that found that women may feel their contributions are devalued or discounted in CL environments and are also uncomfortable with the argumentative format adopted by some of the men in their group. However, if instructors created groups with more than one woman, this reduces that possibility (Felder, Felder, Mauney, Hamrin, & Dietz, 1995;Ford, 2011). Instructors should also emphasize the importance and benefits of group social acceptance to divergent views that most likely will arise due to differences in culture and background experiences with minority students (Curseu, Schruljer, & Foder, 2017, Smith, Parr, Woods, Bauer, & Abraham, 2010.…”

Section: Imsr-external Forces -Environmentalmentioning

confidence: 99%

Student Resistance to Collaborative Learning

Stover

Holland

2018

ij-sotl

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The advancing complexity of today's corporate environment requires that employees are able to collaborate in the workplace. This mixed methods research study follows a nursing faculty's efforts to incorporate collaborative learning (CL) into an introductory nursing class. The mixed-methods research study found that while students' final grades improved in the initial CL flipped classroom design (p < .0005), their levels of student resistance deepened which resulted in significantly lower levels of community of inquiry (p = .004), lower levels of satisfaction, and many negative open-ended comments (83%). Using Tolman and Kreming's (2017) integrated model of student resistance (IMSR) as a guideline, the instructor was successful in redesigning the CL class to overcome students' resistance as measured by significantly higher levels of community of inquiry (p < .0005), higher levels of satisfaction (p < .0005), and many less negative openended comments (54% vs 83%).

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“…One context in which such analyses arise relates to the role of the body in mediating the interactions between teacher and students in the classroom (Carter Black 2008;Johnson-Bailey and Cervero 2008;Ford 2011;Titchosky 2006). Furthermore, the body tends to be recognized as a locus of learning in specific academic disciplines (e.g.…”

Section: Introductionmentioning

confidence: 99%

Centering embodied learning in anti-oppressive pedagogy

Wagner

Shahjahan

2015

Teaching in Higher Education

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Academia has traditionally valued cognition and intellectual processes, eschewing the significance of other bodily domains involved in teaching, learning, and theorizing. Grounding the analysis in our experiences as diversely positioned academics, we argue that embodied teaching and theorizing provide a unique means of delivering material consistent with the aims of social justice education, while simultaneously challenging neoliberal paradigms. Acknowledging both students' and faculty members' discomfort and/or resistance to embodied approaches, this analysis contributes to discussions about critical approaches to dismantling neoliberalism and developing an alternative framework of understanding through which conventional paradigms of thought may be challenged.

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Race, Gender, and Bodily (Mis)Recognitions: Women of Color Faculty Experiences with White Students in the College Classroom

Cited by 66 publications

References 46 publications

Advancing a sociology of ignorance in the study of racism and racial non‐knowing

Advancing a sociology of ignorance in the study of racism and racial non‐knowing

Student Resistance to Collaborative Learning

Centering embodied learning in anti-oppressive pedagogy

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