Tracing spectres of whiteness: discourse and the construction of teaching subjects in urban Aboriginal education.
The author traces how discourse functions in the context of a school-based, urban Aboriginal education initiative, with a focus on the construction and organization of teaching subjects. Critical discourse analysis that traces spectres reveals some of the ways that whiteness and Eurocentrism create...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 38; no. 5; pp. 642 - 659 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Oct2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=124481252&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 124481252 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Oct2017 vid: 38 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 124481252 10.1080/01596306.2015.1127211 ppf: 642 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.1MB tig: atl: Tracing spectres of whiteness: discourse and the construction of teaching subjects in urban Aboriginal education. aug: au: Madden, Brooke affil: Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, Canada su: Education of Indigenous peoples Eurocentrism Curriculum planning Discourse analysis Teaching Education sug: subj: Education of Indigenous peoples Eurocentrism Curriculum planning Discourse analysis Teaching Education keyword: Critical discourse analysis decolonizing Indigenous education teacher education teacher identity whiteness ab: The author traces how discourse functions in the context of a school-based, urban Aboriginal education initiative, with a focus on the construction and organization of teaching subjects. Critical discourse analysis that traces spectres reveals some of the ways that whiteness and Eurocentrism create the possibilities for, and the conditions in which teachers take up, the positions: victim of racism, arbiter of authenticity, and rescuer. Consideration of the multiple, complex, and shifting positions teachers occupy within whiteness in general, and in colonial systems of education in particular, offers unique possibilities when untangling and reconfiguring teachers' constructions of Aboriginality/Indigeneity and responses to Aboriginal/Indigenous education. This theory building also contributes to the larger field of curriculum studies by demonstrating how consideration of ‘unheroic tales’ can aid in theorizing teacher identity and difference, both within and beyond the markers Indigenous/non-Indigenous. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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