The veil of professionalism: An autoethnographic critique of white positional identities in the figured worlds of white research performance

Pennington, Julie L.; Prater, Kathryn

doi:10.1080/13613324.2014.885431

Cited by 16 publications

(8 citation statements)

References 29 publications

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“…Autoethnographic research—that is, research on supervision practice that is carried out specifically by a practitioner of supervision—is a systematic method of reflection on our work as therapists. Autoethnography provides a methodology (buttressed by its own critical literature, for example, Pennington & Prater, 2014; Siddique, 2011) for including the inner life of the supervisor—considered as both subject and object of the study—as evidence. Ideas of transference and countertransference (emotional reactions), along with interpretations by the therapists and supervisors, provide a framework for exploring the feelings, behaviors, and expressions that arise in parallel between supervisor and supervisee (Cassoni, 2007; Clarkson, 1994; Cornell & Landaiche, 2006).…”

Section: Examples From My Experience As a Supervisee And Supervisormentioning

confidence: 99%

Ellipses

Siddique¹

2017

Transactional Analysis Journal

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The author reviews the literature on supervision and the use of autoethnography as a research method. On this basis she then explores her own ideas for improving cultural reflexivity within models of supervision, with a particular focus on transactional analysis. She suggests that supervisory practice could be enhanced by being aware of the elliptical spaces between personal identity and the professional role, between supervisor and supervisee, and between both individuals and their cultural worlds. Transactional analysis, with its focus on cocreated interactions, offers an opportunity for mutual reflexivity and the application of this elliptical approach. KeywordsTransactional analysis supervision, reflexivity, culture, ellipses, autoethnography, psychotherapy, counseling, anthropologyThe ellipsis is a grammatical tool (…) used in English to show a pause or silence and to indicates the omission or suppression of a word or phrase. As used in modern social technologies, it represents hesitation, intention, or suspension. I use the concept of ellipsis (Clagett, 1959, p. 197) to express a number of statistical, linguistic, and social phenomena whereby the missing material can potentially be recovered through the supervision process. The ellipsis operates from intuition and can offer a potential source for reciprocity. I use it as a metaphor for the kinds of spaces that emerge in supervision and that are especially important to engage in reflectively in supervision that is open and sensitive to cross-cultural differences.Autoethnography a is a form of self-reflection and writing that explores the researcher's personal experience and connects this autobiographical story to wider cultural, political, and social meanings and understandings. As a research method, it is used widely in anthropology as a way of looking at the self in relation to others in a cultural context (Ellis, 2004). It offers an opportunity "to uncover, record, interpret and position, from an insider's perspective and experience, the processes supervisors use" (Stewart, 2001-online article) For me, it seems a useful tool for exploring my own position as supervisor and supervisee.Supervision is a multifacted process based on evidence-based practice, which makes it challenging to both learn and impart as a skill. I am suggesting it should incorporate a range of types of research evidence that are valuable in the practice of counseling and psychotherapy (McDonnell, 2011). However, insufficient attention has been given to the cultural aspects of supervision. I will describe a model of cultural reflexivity that can be used to enhance our understanding of the supervisory role within supervision in general and how it can be used in transactional analysis (TA) supervision in particular. I aim to explore the "foundations and assumptions" (Jones & Mehr, 2007, p766) of the psychotherapy supervision in the hope that doing so will guide counseling and psychotherapy research and metasynthesis so as to better inform practice decisions around supervision.H...

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Section: Examples From My Experience As a Supervisee And Supervisormentioning

confidence: 99%

Ellipses

Siddique¹

2017

Transactional Analysis Journal

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“…While the stated purpose of the group was to respond to the murder of George Floyd with anti-racist awareness, the actual purpose, as this paper shows, was to provide liberal White faculty a space to further extend their privileges and power by hiding behind a veil of professionalism and stability (Marom, 2019;Pennington & Prater, 2016). By silencing substantive critiques of racism in the school in the name of stability, White faculty reproduced the very systems of domination and privilege they claimed to want to address (Shaw et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

You Just Need More Resilience: Racial Gaslighting as “Othering”

Vásquez

2022

Journal of Critical Thought and Praxis

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This work de-familiarizes notions of resilience by theorizing the way racial gaslighting operates in teacher education. By focusing on the racial gaslighting of  BIPOC faculty, this paper shows how whiteness functions as a dominant process in anti-racist teacher education programs through the recentering of White feelings and interests. Ultimately this work calls for a  new approach, one that situates resilience within a non-Euro-centered context of resistance to oppression. This could provide a catalyst for a more humane resilience.@font-face{font-family:"Cambria Math";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870145 1107305727 0 0 415 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:"";margin:0in;mso-pagination:widow-orphan;font-size:12.0pt;font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;font-family:"Calibri",sans-serif;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}div.WordSection1{page:WordSection1;}

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“…To increase the trustworthiness of the study, the first author kept a journal throughout the fieldwork (Emerson, Fretz, & Shaw, 2011). The journal contained preliminary thoughts regarding analysis, methodological reflections, and reflections on how her position as a white ethnic Norwegian, along with aspects such as gender, social class, religion, age, and PE experiences, might have influenced questions and interpretations, as well as on how the participants acted, interacted, and talked to her in the field and during interviews (Pennington & Prater, 2016).…”

Section: Discussionmentioning

confidence: 99%

Inclusion and exclusion in multi-ethnic physical education: an intersectional perspective

Thorjussen

Sisjord

2019

Curriculum Studies in Health and Physical Education

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Current educational policies on inclusion emphasise viewing ethnically diverse populations as a resource, yet scholars have pointed out that the Norwegian school system seems to value diversity to an only limited extent. This critique applies to physical education (PE) in Western countries. In this article, based on students' stories from a multi-ethnic PE context, an intersectional perspective is used to investigate how processes of inclusion and exclusion are revealed. Data consist of semi-structured interviews with 17 students of diverse backgrounds and fieldnotes from observation in 56 PE lessons. Three questions are addressed: How are students' cultural backgrounds acknowledged by teachers and students in a PE class? How are aspects of culture and ethnicity present in the activities being taught? How are aspects of race, ethnicity, and culture reflected in the communication in two multi-ethnic PE classes? The findings indicate that knowledge of students' cultural backgrounds is not considered important for PE and that taught activities silently reflect a taken-for-granted majority culture. This paper makes some reflections on the implications of those findings.

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The veil of professionalism: An autoethnographic critique of white positional identities in the figured worlds of white research performance

Cited by 16 publications

References 29 publications

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You Just Need More Resilience: Racial Gaslighting as “Othering”

Inclusion and exclusion in multi-ethnic physical education: an intersectional perspective

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