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

Jonathan D. McCausland; Scott McDonald

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

Jonathan D. McCausland, Scott McDonald

Curriculum & Instruction

Research output: Chapter in Book/Report/Conference proceeding › Conference 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 language	English (US)
Title of host publication	14th International Conference of the Learning Sciences
Subtitle of host publication	The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
Editors	Melissa Gresalfi, Ilana Seidel Horn
Publisher	International Society of the Learning Sciences (ISLS)
Pages	2353-2354
Number of pages	2
ISBN (Electronic)	9781732467286
State	Published - 2020
Event	14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States Duration: Jun 19 2020 → Jun 23 2020

Publication series

Name	Computer-Supported Collaborative Learning Conference, CSCL
Volume	4
ISSN (Print)	1573-4552

Conference

Conference	14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/Territory	United States
City	Nashville
Period	6/19/20 → 6/23/20

All Science Journal Classification (ASJC) codes

Human-Computer Interaction
Education

Cite this

McCausland, J. D., & McDonald, S. (2020). Understanding self-ethnography as a pedagogical tool to combat whiteness in science education. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 2353-2354). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 4). International Society of the Learning Sciences (ISLS).

McCausland, Jonathan D. ; McDonald, Scott. / Understanding self-ethnography as a pedagogical tool to combat whiteness in science education. 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. editor / Melissa Gresalfi ; Ilana Seidel Horn. International Society of the Learning Sciences (ISLS), 2020. pp. 2353-2354 (Computer-Supported Collaborative Learning Conference, CSCL).

@inproceedings{7621dd92143c4ceda01ed0d459b8473e,

title = "Understanding self-ethnography as a pedagogical tool to combat whiteness in science education",

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.",

author = "McCausland, {Jonathan D.} and Scott McDonald",

note = "Publisher Copyright: {\textcopyright} 2020 International Society of the Learning Sciences (ISLS). All rights reserved.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",

year = "2020",

language = "English (US)",

series = "Computer-Supported Collaborative Learning Conference, CSCL",

publisher = "International Society of the Learning Sciences (ISLS)",

pages = "2353--2354",

editor = "Melissa Gresalfi and Horn, {Ilana Seidel}",

booktitle = "14th International Conference of the Learning Sciences",

}

McCausland, JD & McDonald, S 2020, Understanding self-ethnography as a pedagogical tool to combat whiteness in science education. in M Gresalfi & IS Horn (eds), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. Computer-Supported Collaborative Learning Conference, CSCL, vol. 4, International Society of the Learning Sciences (ISLS), pp. 2353-2354, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020, Nashville, United States, 6/19/20.

Understanding self-ethnography as a pedagogical tool to combat whiteness in science education. / McCausland, Jonathan D.; McDonald, Scott.
14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. ed. / Melissa Gresalfi; Ilana Seidel Horn. International Society of the Learning Sciences (ISLS), 2020. p. 2353-2354 (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 4).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

TY - GEN

T1 - Understanding self-ethnography as a pedagogical tool to combat whiteness in science education

AU - McCausland, Jonathan D.

AU - McDonald, Scott

PY - 2020

Y1 - 2020

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85102874105&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85102874105&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:85102874105

T3 - Computer-Supported Collaborative Learning Conference, CSCL

SP - 2353

EP - 2354

BT - 14th International Conference of the Learning Sciences

A2 - Gresalfi, Melissa

A2 - Horn, Ilana Seidel

PB - International Society of the Learning Sciences (ISLS)

T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020

Y2 - 19 June 2020 through 23 June 2020

ER -

McCausland JD, McDonald S. Understanding self-ethnography as a pedagogical tool to combat whiteness in science education. In Gresalfi M, Horn IS, editors, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. International Society of the Learning Sciences (ISLS). 2020. p. 2353-2354. (Computer-Supported Collaborative Learning Conference, CSCL).

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

Abstract

Publication series

Conference

All Science Journal Classification (ASJC) codes

Other files and links

Fingerprint

Cite this