Seeing whiteness as property through Métis teachers’ K-12 stories of racism

Gillies, Carmen

doi:10.1080/23793406.2021.1946842

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…The focus group dialogue was transcribed and then discourses were identified consistent with critical race theory (CRT) literature [30]. Concept mapping was used to track discourses which connect to CRT.…”

Section: Methodsmentioning

confidence: 99%

Racism and antiracism in nursing education: confronting the problem of whiteness

2022

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Background Systemic racism in Canadian healthcare may be observed through racially inequitable outcomes, particularly for Indigenous people. Nursing approaches intending to respond to racism often focus on culture without critically addressing the roots of racist inequity directly. In contrast, the critical race theory approach used in this study identifies whiteness as the underlying problem; a system of racial hierarchy that accords value to white people while it devalues everyone else. Methods This qualitative study seeks to add depth to the understanding of how whiteness gets performed by nursing faculty and poses antiracism education as a necessary tool in addressing the systemic racism within Canadian healthcare. The methodology of poststructural discourse analysis is used to explore the research question: how do white nursing faculty draw on common discourses to produce themselves following introductory antiracism education? Results Analysis of data reveals common patterns of innocent and superior white identity constructions including benevolence, neutrality, Knowing, and exceptionalism. While these patterns are established in other academic fields, the approaches and results of this study are not yet common in nursing literature. Conclusions The findings highlight the need for antiracism education at personal and policy levels beginning in nursing programs.

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Section: Methodsmentioning

confidence: 99%

Racism and antiracism in nursing education: confronting the problem of whiteness

2022

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“…Practitioners reporting racialized data often ignore: root causes of oppression; differential access to equitable education through chronic underfunding of rural, reserve, and urban schools; effects of historical and ongoing colonization from continued land theft and various forms of forced poverty; classroom discourses that relegate Indigenous cultures and knowledge's to the multicultural melting pot; the ways whiteness operates in legal and educational institutions to construct mixed-race identities; the enduring aspects of cultural knowledge; and the ways schooling contexts are complicit in maintaining inequity through classroom interactions and curricula that touts ideologies of meritocracy, modernity, and colorblindness (Battiste, 1986(Battiste, , 2011(Battiste, , 2013King, 1991;Ladson-Billings, 1998Kumashiro, 2000Kumashiro, , 2001Kumashiro, , 2004Dei, 2001;St. Denis, 2004, 2007Brayboy, 2006;Wilson and Macdonald, 2010;Leonardo, 2013;Goulet and Goulet, 2014;Battey and Leyva, 2016;Gillies, 2017Gillies, , 2021Stavrou and Miller, 2017).…”

Section: Carrying Theoretical Framework Into An Inquirymentioning

confidence: 99%

Ethical relationality, TribalCrit, and autobiographical narrative inquiry: Imagining coming alongside Indigenous children

Cardinal

Stavrou²,

Murphy³

et al. 2023

Front. Educ.

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Creating this chapter brought us together as a diverse group of scholars to think deeply about a process of reflection in teacher education that centers on ethical relationality. To show our coming alongside adult learners attentive to reflection that centers ethical relationality, we inquire into both the Assessment as Pimosayta courses that Murphy, Cardinal, and Huber teach and into Stavrou's experiences teaching and enacting assessment in his practice. The body of our chapter is structured by the five design elements foregrounded by Stavrou and Murphy's recent bringing of critical race theory and anti-racist education to narrative inquiry: beginning with experience; carrying theoretical frameworks into an inquiry; negotiating theoretical frameworks with participants; using narrative threads to show the complexity of experience; ending in experience. Centering ethical relationality as we come alongside pre- and in-service teachers as they imagine coming alongside Indigenous children, youth, families, and communities lifts the long-termness of our work, including that this long-termness entails interactions and responsibilities with other humans and more-than-human beings.

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Not to Simply Intervene, but to Enact the Between: Urban Teacher Education as an Intra-Active Process

Rice

Castañon

2022

Self-Studies in Urban Teacher Education

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Seeing whiteness as property through Métis teachers’ K-12 stories of racism

Cited by 4 publications

References 31 publications

Racism and antiracism in nursing education: confronting the problem of whiteness

Racism and antiracism in nursing education: confronting the problem of whiteness

Ethical relationality, TribalCrit, and autobiographical narrative inquiry: Imagining coming alongside Indigenous children

Not to Simply Intervene, but to Enact the Between: Urban Teacher Education as an Intra-Active Process

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