ERIC Number: EJ1110609
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Strict Fathers, Competing Culture(s), and Racialized Poverty: White South African Teachers' Conceptions of Themselves as Racialized Actors
Casey, Zachary A.
Race, Ethnicity and Education, v19 n6 p1262-1274 2016
This article focuses in particular on four white South African female practicing P-12 teachers' narratives about their own racialized understanding of their classroom practice(s) and their (racio-cultural) self-identity. Each of the four participants reported growing up with what they described as "strict fathers" and shared ways in which their self-identified "white-Christian-Afrikaner" upbringing is at times in conflict with their political and pedagogical commitments as practicing teachers in contemporary South Africa. To better understand the concept of "strict fathers" and its/their impact on these teachers I use George Lakoff's and Kevin Kumashiro's notions of "framing" to examine teachers' conceptions of their racial upbringing and how they view this influence on their classroom practice. Through an engagement with whiteness literature from both the US and South Africa I discuss the implications of the "simultaneity" of both essentialist cultural-deficit racial discourse and socially inclusive racial discourse. Finally I discuss implications for future work on whiteness in education, for researchers in the US in particular, on what learning from a context outside the US offers as we continue to (re)theorize whiteness as it impacts teaching and learning.
Descriptors: Whites, Self Concept, Females, Personal Narratives, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Fathers, Parent Child Relationship, Parenting Styles, Christianity, Classroom Techniques, Race, Discourse Analysis, Cultural Context, Foreign Countries, Racial Bias, Social Change, Moral Values, Educational Philosophy, Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: South Africa; United States
Grant or Contract Numbers: N/A