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ERIC Number: EJ1050158
Record Type: Journal
Publication Date: 2015
Pages: 26
Abstractor: As Provided
ISSN: ISSN-1361-3324
Witnessing (Halted) Deconstruction: White Teachers' "Perfect Stranger" Position within Urban Indigenous Education
Higgins, Marc; Madden, Brooke; Korteweg, Lisa
Race, Ethnicity and Education, v18 n2 p251-276 2015
This article extends upon Susan Dion's theory of the "perfect stranger" by exploring how this position is articulated and embodied by white teachers (N?=?67) involved in urban Indigenous education reform. On the lookout for deconstruction, we think with Derrida around the interrelated self/other and familiar/strange binaries that uphold the perfect stranger. We argue that Eurocentrism simultaneously centres and obscures whiteness, resulting in teachers' misconceptions about culture. We also demonstrate how stereotypical representations of the "imaginary Indian" that these white teachers "know" inhibits their ability to foster and build upon relationships with Indigenous students. We conclude by conceptualizing a model for teacher education that, through a variety of teaching practices and policies, intentionally disrupts and destabilizes the perfect stranger position.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A