Understanding self-ethnography as a pedagogical tool to combat whiteness in science education

Jonathan D. McCausland, Scott McDonald

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Believing, like Lensmire et al. (2013), that white privilege pedagogy hinders antiracism, especially for white people, we developed a tool to support preservice teachers to unpack their identity and understand society to move white preservice teachers beyond confessions of their privilege. A “self-ethnography” asks preservice teachers to engage with emotions, be confused, and “play” with race, three features not always afforded by white privilege focused forms of pedagogy.

Original languageEnglish (US)
Title of host publication14th International Conference of the Learning Sciences
Subtitle of host publicationThe Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
EditorsMelissa Gresalfi, Ilana Seidel Horn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages2353-2354
Number of pages2
ISBN (Electronic)9781732467286
StatePublished - 2020
Event14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States
Duration: Jun 19 2020Jun 23 2020

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume4
ISSN (Print)1573-4552

Conference

Conference14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
CountryUnited States
CityNashville
Period6/19/206/23/20

All Science Journal Classification (ASJC) codes

  • Human-Computer Interaction
  • Education

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