The Myth of the Colorblind Writing Classroom: White Instructors Confront White Privilege in Their Classrooms

Pimentel, Octavio; Pimentel, Charise; Dean, John Ward

doi:10.37514/atd-b.2016.0933.2.05

Cited by 1 publication

(3 citation statements)

References 5 publications

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“…First, all scholars, but especially White scholars, need to do the work to understand their positioning with respect to Whiteness, standard English, language, and literacy. This is an act of deconstructing race within yourself as one can re-enact racist discourses without the intention of being racist (Pimental et al, 2017) Second, recognize your role as an instructor of language. Start by understanding the expectations that you bring to the grading of student literacy practices (Poe, 2017).…”

Section: Recommendationsmentioning

confidence: 99%

“…As a White scholar studying literacy, I am sensitive to the calls of race scholars to position myself in this discussion of race and literacy. One cannot lead a discussion of race without deconstructing one's own White privilege (Allan, 2022; Pimental et al, 2017). I wrote and revised most of this manuscript while living in Treaty 1 territory.…”

Section: Introductionmentioning

confidence: 99%

“…One cannot lead a discussion of race without deconstructing one's own White privilege (Allan, 2022;Pimental et al, 2017). I wrote and revised most of this manuscript while living in Treaty 1 territory.…”

mentioning

confidence: 99%

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Language as a proxy for race: Language and literacy and the nursing profession

Mitchell

2023

Nursing Inquiry

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Defining a nurse as literate is disciplinary and contextual, linked to professional identity formation, and an issue impacting patient safety. Literacy and language proficiency are concepts assessed through examining skills in four pillars: reading, writing, speaking, and listening. This article explores how literacy is not only a practice issue but inextricably intertwined with issues of race, equity, diversity, and inclusiveness in our profession—both in regulatory policy and classroom pedagogy. In making the argument that language is a proxy for race, three cases of language and literacy will be presented. First, the deficit discourse of multilingual student struggle is stereotyped to the presence or absence of an accent, with multilingual student needs often treated homogeneously in disregard of population heterogenous abilities. Second, regulatory policies for language testing internationally educated nurses are discriminatory with testing context bearing little relationship to the language needs of nursing practice. Third, that the myth of “one standard English” results in racist evaluation practices of student academic performance. Recommendations are made for reframing how language and literacy are viewed in nursing education and regulation of practice with a focus on acknowledgment of one's personal relationship to racial issues and emphasizing the need for a change in mindset toward racialized multilingual students and writers.

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Section: Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%