| Zdroj: |
Khawaja, I 2022, ' Memory Work as Engaged Critical Pedagogy : Creating Collaborative Spaces for Reflections on Racialisation, Privilege and Whiteness ', Nordic Journal of Social Research, vol. 13, no. 1, pp. 94-107 . https://doi.org/10.18261/njsr.13.1.8 |
| Popis: |
The article draws on years of experience teaching otherness, racialization and whiteness on a postgraduate level in Copenhagen, and aims to analyze how it is possible to facilitate constructive discussions on race, whiteness and otherness utilizing memory work. The article is structured around three main points of relevance, which are connected to the main challenges of teaching sensitive topics such as racism, whiteness and privilege in majoritized class rooms. Challenges such as the need to negotiate teacher authority and manage the affective intensities in the class room. The aim of the article is to unfold a form of ‘engaged pedagogical’ strategy for critical reflections on racialization and whiteness in academia highlighting the need to move towards new ways of understanding knowledge production, teacher positionality and lived life as part of curriculum. This article is situated in the context of Danish higher education and aims to analyse how it is possible to facilitate collaborative spaces of learning about racialisation, whiteness and Otherness in racialised white classrooms. Educational contexts such as universities can be defined as entrenched in practices of white innocence and the silencing of race. This article explores how autoethnographic methods such as memory work can be helpful in creating collaborative spaces of learning about racialisation, whiteness and privilege. In doing so, challenges such as distancing from issues concerning race and whiteness and the affective dimensions of lived racialised experience are explored. The aim of the article is to develop an engaged critical pedagogical strategy for collaborative reflections on racialisation and whiteness, highlighting the need to move towards new ways of understanding knowledge production, teacher positionality and lived experience as part of academic curricula. |
