Revisiting and Disrupting Uncritical Diversity Narratives through Autoethnography and Cellphilming
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| Title: | Revisiting and Disrupting Uncritical Diversity Narratives through Autoethnography and Cellphilming |
|---|---|
| Language: | English |
| Authors: | Burkholder, Casey, Frawley, Ashley |
| Source: | LEARNing Landscapes. Spr 2019 12(1):63-76. |
| Availability: | LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Student Diversity, Social Bias, Whites, Minority Group Students, Teaching Methods, Foreign Countries, Social Justice, Social Influences, Cultural Influences, Multiple Literacies, Video Technology, Telecommunications, Handheld Devices |
| Geographic Terms: | Hong Kong, Canada |
| ISSN: | 1913-5688 |
| Abstract: | As two white female teachers, we look back on our teaching experiences in Hong Kong and Northern Alberta to disrupt problematic diversity narratives from our first classrooms. Through critical auto-ethnographic approaches and cellphilming (cellphone + video-production), we analyze our engagement with privilege within our classrooms. We found that we both promoted uncomplicated conceptions of diversity, and each engaged in what Eve Tuck (2009) has described as damaged-centered approaches--teaching practices that established, "harm or injury in order to achieve reparation" (p. 413). We see these experiences as a case study in how to look back productively to change the way we teach in the present and future toward visions of justice. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1245314 |
| Database: | ERIC |
| Abstract: | As two white female teachers, we look back on our teaching experiences in Hong Kong and Northern Alberta to disrupt problematic diversity narratives from our first classrooms. Through critical auto-ethnographic approaches and cellphilming (cellphone + video-production), we analyze our engagement with privilege within our classrooms. We found that we both promoted uncomplicated conceptions of diversity, and each engaged in what Eve Tuck (2009) has described as damaged-centered approaches--teaching practices that established, "harm or injury in order to achieve reparation" (p. 413). We see these experiences as a case study in how to look back productively to change the way we teach in the present and future toward visions of justice. |
|---|---|
| ISSN: | 1913-5688 |
