2017
DOI: 10.1177/0305829817712075
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The ‘Missing’ Politics of Whiteness and Rightful Presence in the Settler Colonial City

Abstract: Abstract:This paper engages the global nexus of colonization, racialization, and urbanization through the settler colonial city of Kelowna, British Columbia (BC), Canada. Kelowna is known for its recent, rapid urbanization and for its ongoing, disproportionate 'whiteness,' understood as a complex political geography that enacts boundaries of inclusion and exclusion. The white urban identity of Kelowna defines Indigenous and migrant communities as 'missing' or 'out-of-place,' yet these configurations of 'missin… Show more

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Cited by 17 publications
(19 citation statements)
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“…It begins with actively disrupting epistemic fundamentalism to form expansive notions of disciplinary learning and learners in and beyond schools. In that sense, the CPDE framework draws inspiration from scholarship that seeks the rightful presence of minoritized people as a project of not only future possibility but inclusivity in the present (Calabrese Barton & Tan, 2019;Tedesco & Bagelman, 2017;Vrasti & Dayal, 2016). CPDE argues for a legitimate membership of children in classrooms vulnerable to the epistemic injustice that comes with assimilating, mistaking, or ignoring the Jonathans, Manuelles, Mariannes, Jean-Charles, and Kadeems in our midst.…”
Section: Discussionmentioning
confidence: 99%
“…It begins with actively disrupting epistemic fundamentalism to form expansive notions of disciplinary learning and learners in and beyond schools. In that sense, the CPDE framework draws inspiration from scholarship that seeks the rightful presence of minoritized people as a project of not only future possibility but inclusivity in the present (Calabrese Barton & Tan, 2019;Tedesco & Bagelman, 2017;Vrasti & Dayal, 2016). CPDE argues for a legitimate membership of children in classrooms vulnerable to the epistemic injustice that comes with assimilating, mistaking, or ignoring the Jonathans, Manuelles, Mariannes, Jean-Charles, and Kadeems in our midst.…”
Section: Discussionmentioning
confidence: 99%
“…Being an outsider means more than not having one's experiences, knowledge, or practices valued in the learning community. When students are positioned as outsiders because of who they are and the cultural assets they bring to learning, they are made invisible-they are made "missing" (Tedesco & Bagelman, 2017). They are continually dehumanized and positioned without important forms of power and authority, which significantly limits or completely denies them opportunities to be important contributing members of the learning community in ways that support their own growth and development, that of others, and that of the social context in which learning takes place.…”
Section: Consequential Learning and Rightful Presencementioning
confidence: 99%
“…One way to think about how to foster rightful presence in classrooms is through the kinds of practices that help to make people present, or making present practices. Making present practices are modes for "making present" those who have been made "missing" (Tedesco & Bagelman, 2017) by systemic oppressions, such as the forms of racialization and colonization that manifest in schooling (Nasir & Vakil, 2017). In studies of sanctuary cities, making present practices take many forms, including displaying artifacts such as jewelry made by refugee women or testimonial narratives about "experiences prior to and on arrival" in host countries (Squire & Darling, 2013, p. 62).…”
Section: Making Present Practicesmentioning
confidence: 99%
“…First, individuals are welcomed as a legitimate, contributing, and fully human member of a maker community because of who they are, and not who they should be. Second, communities work to more fully value the cultural knowledge and practices of newcomers, while seeking to disrupt power-dynamics that inhibit such efforts [6]. Being an outsider in a STEM-rich maker community, as have many youth of color, low-income youth, immigrant youth, and girls in STEM been positioned, means being denied a rightful presence.…”
Section: Rightful Presence In Stem-rich Making Through Valuing Communmentioning
confidence: 99%