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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
FullText Text:
  Availability: 0
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  Data: Revisiting and Disrupting Uncritical Diversity Narratives through Autoethnography and Cellphilming
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  Data: 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
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  Data: 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.
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      – Text: English
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        PageCount: 14
        StartPage: 63
    Subjects:
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: Whites
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Social Influences
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Multiple Literacies
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      – SubjectFull: Video Technology
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      – SubjectFull: Telecommunications
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      – SubjectFull: Handheld Devices
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      – SubjectFull: Hong Kong
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      – SubjectFull: Canada
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      – TitleFull: Revisiting and Disrupting Uncritical Diversity Narratives through Autoethnography and Cellphilming
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