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(Un)becoming tourist-teachers: Unveiling white racial identity in cross-cultural teaching programmes

Enriquez-Gibson, JG and Gibson, IW (2016) (Un)becoming tourist-teachers: Unveiling white racial identity in cross-cultural teaching programmes. International Journal of Pedagogies and Learning, 10 (2). pp. 107-120. ISSN 1833-4105

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Abstract

The importance of cross-cultural experiences in teacher education has become more pressing than ever. The composition of schools across Australia is increasingly more diverse, therefore it is pertinent to examine and develop pre-service teachers’ worldview and culturally sensitive dispositions critical for teaching in predominantly multicultural classrooms. This paper examines whiteness and otherness within the notion of tourist gaze and its implication in the development of racially aware teachers in cross-cultural teaching programmes and mostly in retrospect, a programme that could dismantle the naturalisation of privilege identities and structures. It presents students’ dispositions and observations about cultural and pedagogical practices different from their own. The fragmented journal accounts of participants were juxtaposed using the active methodology of bricolage and represented through critical reflection and racial understandings. This enacts a provocative stance between the personal and analytical towards becoming white teachers by turning one’s gaze of the non-white other towards the self-as-white.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Pedagogies and Learning on 8 Jan 16 available online: http://www.tandfonline.com/10.1080/22040552.2015.1113845
Uncontrolled Keywords: 1302 Curriculum And Pedagogy
Subjects: L Education > LB Theory and practice of education
Divisions: School of Education
Publisher: Taylor & Francis
Date Deposited: 04 Mar 2016 15:52
Last Modified: 07 Sep 2017 13:13
DOI or Identification number: 10.1080/22040552.2015.1113845
URI: http://researchonline.ljmu.ac.uk/id/eprint/3082

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