Waking Up to Memmi: A dwam of critical whiteness studies in school curriculum and pedagogy
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This critical reflective practice article juxtaposes the temporal relationship between lived experiences in my past, with my present actions as a schoolteacher. Presented in the style of a dwam—the state of semiconsciousness that precedes sleep—I uncover dominant colonial narratives that continue to inscribe racialized power relations in school curriculum and pedagogy, and that have done so throughout my experiences as a child–student and an adult–teacher. Drawing from Albert Memmi's “colonizer who refuses,” my dwam demonstrates critical awakening as a white teacher through six scenes that span four decades.
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Departures in Critical Qualitative Research
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7
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2
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Published as Departures in Critical Qualitative Research, Vol. 7, Number 2, pp. 72-92 DOI: 10.1525/dcqr.2018.7.2.72. Copyright 2018 by the Regents of the University of California. Copying and permissions notice: Authorization to copy this content beyond fair use (as specified in Sections 107 and 108 of the U. S. Copyright Law) for internal or personal use, or the internal or personal use of specific clients, is granted by the Regents of the University of Californiaon behalf of the Society of Architectural Historians for libraries and other users, provided that they are registered with and pay the specified fee via Rightslinkcopyright on [Caliber (http://caliber.ucpress.net/)/ AnthroSource (http://www.anthrosource.net)] or directly with the Copyright Clearance Center, http://www.copyright.com
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Sociological Methodology and Research Methods