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|Title:||Understanding Self-ethnography as a Pedagogical Tool to Combat Whiteness in Science Education|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||McCausland, J. & McDonald, S. (2020). Understanding Self-ethnography as a Pedagogical Tool to Combat Whiteness in Science Education. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2353-2354). Nashville, Tennessee: International Society of the Learning Sciences.|
|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.|
|Appears in Collections:||ICLS 2020|
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