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51.
Jacqueline Bacon 《Quarterly Journal of Speech》2013,99(1):58-83
This essay features a debate in Freedom's Journal, the first African-American newspaper, in 1827 and 1828, concerning the proposals of the American Colonization Society. Arguments favoring colonization illuminate the ways in which whiteness informs and constrains the discourse of white self-professed reformers about race, nation, and public rhetoric. As constitutive rhetoric, the anti-colonization arguments of contributors to Freedom's Journal construct African Americans as agents, citizens, and empowered public rhetors. The exchange reveals key, often hidden aspects of the discourses of whites and of people of color about race and reform in the antebellum period and in the contemporary public sphere. 相似文献
52.
Ali Sammel 《Cultural Studies of Science Education》2009,4(3):649-656
This paper provides another way to gaze upon Brad’s story as presented by van Eijck and Roth (2010). It raises questions about
infrastructural racism in contemporary science education by exploring its association with Whiteness and White privilege.
To explore the racial positioning inherent in Western science education specific attention is given to the positions of power
that accompany Western ways of knowing the world (i.e., science education) in comparison to Other ways of knowing the world
(i.e., First Nations Ways of Knowing). The paper suggests the power relationships inherent within this dualism are asymmetrical
due to the implications of Whiteness within colonial societies. Even though power relations were not discussed in Brad’s story,
the paper suggests the implications were visible. The paper concludes by advocating for a re-imagining in science education
where the traditional ontological and epistemological foundations are deconstructed and spaces are created for enacting practical
ways of resisting oppression.
Alison Sammel received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyze how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. 相似文献
Ali SammelEmail: |
Alison Sammel received her doctorate in 2005 for a study that used critical theory and feminist poststructuralism to analyze how five science teachers believed they incorporated critical forms of pedagogy in their high school science classrooms. Intrigued by the social construction of the ‘Western science teacher’ she continues to explore the teaching and learning of Science through the lens of feminist poststructuralism. Alison currently teaches at the School of Education and Professional Studies at Griffith University on the Gold Coast and researches in the fields of Science and Anti-oppressive pedagogies. 相似文献
53.
Katie Margavio Striley Shannon Lawson 《Journal of International and Intercultural Communication》2014,7(2):170-191
We conducted a discourse analysis of Australians' conversations about race, exploring communication that (re)produces and decenters whiteness. We identified 23 communication practices, organized into four orientations (unity, separation, monologue, and dialogue), describing how those with power talk about those without power and (fail to) balance tensions between similarity and difference. Orientations of unity, monologue, and separation serve antidialogic functions by obstructing transformative thinking, de-legitimizing Aboriginal experiences, and reifying whiteness. Findings suggest it is possible, but rare, for individuals to engage in intercultural dialogue about race. Understanding communication orientations of privilege is a step towards facilitating talk that disrupts whiteness. 相似文献