A Healthy Dose of Race? White Students' and Teachers' Unintentional Brushes with Whiteness

Autor/inn/en	Schulz, Samantha; Fane, Jennifer
Titel	A Healthy Dose of Race? White Students' and Teachers' Unintentional Brushes with Whiteness
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 11, Artikel 8 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Consciousness Raising; Social Development; Racial Attitudes; College Faculty; Student Attitudes; Social Justice; Whites; Social Bias; Discourse Analysis; Racial Factors; White Students; Social Attitudes; Indigenous Populations; Racial Bias; Health Education; Victims; Essays; Journal Writing; Semi Structured Interviews; Observation; Australia + Suchen Sie Ihr Suchwort? Ausland; Bewusstseinsbildung; Soziale Entwicklung; Rassenfrage; Fakultät; Schülerverhalten; Soziale Gerechtigkeit; White; Weißer; Diskursanalyse; Social attidude; Soziale Einstellung; Sinti und Roma; Racial discrimination; Rassismus; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Victim; Opfer; Essay; Aufsatzunterricht; Zeitschriftenaufsatz; Beobachtung; Australien
Abstract	This paper reports on efforts by three Australian academics to develop students' sociocultural awareness (in particular, their racial literacy) during a time of mounting pressure on teacher educators to narrow and standardise their approaches. The field of health education provides a vehicle for research; however, it is not the paper's central foci. Of key concern is the development of a critical disposition in students--a disposition geared toward teaching for social equity. Learning of this nature transcends topic domains, and therefore allows for collaboration between academics in different parts of teacher education. Specifically, the paper focuses upon "whiteness" and applies a whiteness lens (a form of critical discourse analysis) to portions of the research data to explore how discourses of race circumscribe the efforts of white students and teachers, often resulting in unintentional "brushes" with whiteness (or reproductions of white race privilege). A collaborative approach that develops racial literacy through direct engagement with racial representations is considered as a way forward. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01