My Journey into the 'Heart of Whiteness' Whilst Remaining My Authentic (Black) Self

Autor/in	Pennant, April-Louise M. O. O.
Titel	My Journey into the 'Heart of Whiteness' Whilst Remaining My Authentic (Black) Self
Quelle	In: Educational Philosophy and Theory, 53 (2021) 3, S.245-256 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pennant, April-Louise M. O. O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1769602
Schlagwörter	Females; Racial Identification; Whites; Womens Education; Doctoral Students; Educational Environment; Feminism; Critical Theory; Race; Student Experience; Educational Attainment; Racial Bias; Gender Bias; Blacks; Minority Group Students; Foreign Countries; Culturally Relevant Education; Curriculum; United Kingdom + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; White; Weißer; 'Women''s education'; Frauenbildung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Feminismus; Kritische Theorie; Rasse; Abstammung; Studienerfahrung; Bildungsabschluss; Bildungsgut; Racial discrimination; Rassismus; Geschlechterstereotyp; Black person; Schwarzer; Ausland; Curricula; Lehrplan; Rahmenplan; Großbritannien
Abstract	The dire implications of navigating the overwhelming whiteness of the education system for Black women is foregrounded by the author's autoethnography about her educational journey and experiences. Within it, the author illustrates the key role of her Black identity - despite being immersed in whiteness-- to provide a strong sense of self, pride and resilience, which ultimately leads to her survival in the unequal spaces of the education system. By way of her own educational experiences, the author shares how she becomes motivated to embark upon a PhD as a way to centre and affirm Black identities and in order to make palatable spaces within the hostility of whiteness. Drawing on her PhD research, which is framed by Black feminist epistemology, Critical Race Theory and Bourdieu's theory of practice, her findings, based on the semi-structured interviewing of 25 other Black British women graduates, illustrates that the participants share similar educational experiences and responses. The paper concludes by asserting that the attainment of Black girls and young women often does not reflect their strong commitment to education- which evidences one consequence of journeying into the 'heart of whiteness'. Therefore, the author argues for the necessity of more research and support for this diverse group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01