Literaturnachweis - Detailanzeige
Autor/in | Earick, Mary E. |
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Titel | We Are Not Social Justice Equals: The Need for White Scholars to Understand Their Whiteness |
Quelle | In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 8, S.800-820 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-8398 |
DOI | 10.1080/09518398.2018.1479044 |
Schlagwörter | Social Justice; Whites; Discourse Analysis; Figurative Language; Critical Incidents Method; Critical Theory; Race; Racial Bias; Ideology; Power Structure; College Faculty; Teacher Role; Institutional Characteristics; Case Studies; Meetings; Departments; Journal Writing; Teacher Education |
Abstract | This article presents White social justice archetypes identified applying extended case study methods over 6 years at two Predominantly White Institutions (PWIs) in the USA. Primary data collection was conducted during public departmental and program meetings, supported by meeting minutes and the documentation of counter White-hegemonic narratives through critical incident journaling. White scholar social justice archetypes were interpreted applying Critical Whiteness Studies (CWS) and Critical Race Theory (CRT) lens to conversational and metaphor analysis using Witnessing-Interpreting-Knowing protocols. This research is in response to a growing number of White scholars, entering the field of CRT, identifying as 'Crit' social justice scholars without using CRT as a lens to interrogate their role in perpetuating White Supremacist 'racial ideology in the composition and culture of American Institutions [i.e. Higher Education]') . (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |