TY - JOUR
T1 - Fleshing out enactments of Whiteness in antiracist pedagogy
T2 - snapshot of a White teacher educator’s practice
AU - Ohito, Esther O.
N1 - Publisher Copyright: © 2019, © 2019 Pedagogy, Culture & Society.
PY - 2020/1/2
Y1 - 2020/1/2
N2 - This article paints a partial portrait of a White, antiracist, university-based teacher educator in the United States, and provides a snapshot of her antiracist pedagogy in practice. This snapshot is juxtaposed against (her own and others’) theorising of antiracist pedagogy. Using reflexivity as methodology, I pay attention to my noticings of my participant’s antiracist pedagogy as evidenced through her navigation of a racialised, affectively charged classroom encounter involving the teacher educator, a Black student, and me, a Black researcher. I analyze the embodied and affective aspects of that experience through a racialised lens and find that the teacher educator’s (re)actions represent an enactment of Whiteness. The enactment relates to the enfleshed material body. Thus, I contend that the development of an antiracist pedagogy that moves beyond rhetoric in resisting rather than reinforcing Whiteness–and therefore, that contributes meaningfully to racial justice–requires attunement to affects produced via interembodiment, in theory and practice.
AB - This article paints a partial portrait of a White, antiracist, university-based teacher educator in the United States, and provides a snapshot of her antiracist pedagogy in practice. This snapshot is juxtaposed against (her own and others’) theorising of antiracist pedagogy. Using reflexivity as methodology, I pay attention to my noticings of my participant’s antiracist pedagogy as evidenced through her navigation of a racialised, affectively charged classroom encounter involving the teacher educator, a Black student, and me, a Black researcher. I analyze the embodied and affective aspects of that experience through a racialised lens and find that the teacher educator’s (re)actions represent an enactment of Whiteness. The enactment relates to the enfleshed material body. Thus, I contend that the development of an antiracist pedagogy that moves beyond rhetoric in resisting rather than reinforcing Whiteness–and therefore, that contributes meaningfully to racial justice–requires attunement to affects produced via interembodiment, in theory and practice.
KW - affect
KW - Antiracist pedagogy
KW - embodiment
KW - feminist research
KW - teacher education
KW - thematic analysis
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U2 - https://doi.org/10.1080/14681366.2019.1585934
DO - https://doi.org/10.1080/14681366.2019.1585934
M3 - Article
SN - 1468-1366
VL - 28
SP - 17
EP - 36
JO - Pedagogy, Culture and Society
JF - Pedagogy, Culture and Society
IS - 1
ER -