Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context
Purpose On June 21, 2021, a motion was introduced to the Australian Senate calling on the federal government to reject critical race theory (CRT) from the national curriculum, claiming that CRT is divisive and racist. This was allegedly sparked by revisions to the national school curriculum, which i...
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cremerald:10.1108/jme-11-2021-0205 2024-06-09T07:46:02+00:00 Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context Gatwiri, Kathomi Mapedzahama, Virginia 2022 http://dx.doi.org/10.1108/jme-11-2021-0205 https://www.emerald.com/insight/content/doi/10.1108/JME-11-2021-0205/full/xml https://www.emerald.com/insight/content/doi/10.1108/JME-11-2021-0205/full/html en eng Emerald https://www.emerald.com/insight/site-policies Journal for Multicultural Education volume 16, issue 3, page 272-282 ISSN 2053-535X 2053-535X journal-article 2022 cremerald https://doi.org/10.1108/jme-11-2021-0205 2024-05-15T13:22:53Z Purpose On June 21, 2021, a motion was introduced to the Australian Senate calling on the federal government to reject critical race theory (CRT) from the national curriculum, claiming that CRT is divisive and racist. This was allegedly sparked by revisions to the national school curriculum, which included a more accurate reflection of the historical record of First Nations peoples’ experiences of colonisation and the framing of British arrival onto the continent as an invasion. This paper aims to overview the omnipresence of Western thought systems in the academy and critiques how knowledge production as a disciplinary practice positions race as a “marginalised knowledge”. Design/methodology/approach This paper is conceptual and it theorises the morphology and functions of racism within the Australian education system specifically, and across the board. This theorisation offers an invaluable starting point in rethinking how we advocate for and preserve Blac/k scholarship in academia. It examines how the political economy of racism in education offers a transformative position from which scholars can contribute to potential systemic change that promotes racial literacy and racial dignity, and the conditions necessary to foster these changes. Findings The paper confirms what studies by Blac/k scholars already highlight: that racialised knowledges are marked – as an aesthetic addition or as disruptive – or unnecessary – and how these patterns of colonial desires are manifested in the classroom or in race discourse. Originality/value Specifically, the arguments made in this paper examine two undertheorised concepts, namely, “racial dignity” and “trauma porn” to foreground the reimagination of practices that inform racial literacy in education. This offers a helpful starting place to consider how this form of education facilitates ongoing settler colonialism in Australia. The authors then propose an anti-racist pedagogical practice in social work education entailing three core crucial and transformative elements: ... Article in Journal/Newspaper First Nations Emerald Journal for Multicultural Education |
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Purpose On June 21, 2021, a motion was introduced to the Australian Senate calling on the federal government to reject critical race theory (CRT) from the national curriculum, claiming that CRT is divisive and racist. This was allegedly sparked by revisions to the national school curriculum, which included a more accurate reflection of the historical record of First Nations peoples’ experiences of colonisation and the framing of British arrival onto the continent as an invasion. This paper aims to overview the omnipresence of Western thought systems in the academy and critiques how knowledge production as a disciplinary practice positions race as a “marginalised knowledge”. Design/methodology/approach This paper is conceptual and it theorises the morphology and functions of racism within the Australian education system specifically, and across the board. This theorisation offers an invaluable starting point in rethinking how we advocate for and preserve Blac/k scholarship in academia. It examines how the political economy of racism in education offers a transformative position from which scholars can contribute to potential systemic change that promotes racial literacy and racial dignity, and the conditions necessary to foster these changes. Findings The paper confirms what studies by Blac/k scholars already highlight: that racialised knowledges are marked – as an aesthetic addition or as disruptive – or unnecessary – and how these patterns of colonial desires are manifested in the classroom or in race discourse. Originality/value Specifically, the arguments made in this paper examine two undertheorised concepts, namely, “racial dignity” and “trauma porn” to foreground the reimagination of practices that inform racial literacy in education. This offers a helpful starting place to consider how this form of education facilitates ongoing settler colonialism in Australia. The authors then propose an anti-racist pedagogical practice in social work education entailing three core crucial and transformative elements: ... |
format |
Article in Journal/Newspaper |
author |
Gatwiri, Kathomi Mapedzahama, Virginia |
spellingShingle |
Gatwiri, Kathomi Mapedzahama, Virginia Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context |
author_facet |
Gatwiri, Kathomi Mapedzahama, Virginia |
author_sort |
Gatwiri, Kathomi |
title |
Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context |
title_short |
Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context |
title_full |
Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context |
title_fullStr |
Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context |
title_full_unstemmed |
Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context |
title_sort |
pedagogy or “trauma porn”? racial literacy as a prerequisite for teaching racially dignifying content in the australian social work context |
publisher |
Emerald |
publishDate |
2022 |
url |
http://dx.doi.org/10.1108/jme-11-2021-0205 https://www.emerald.com/insight/content/doi/10.1108/JME-11-2021-0205/full/xml https://www.emerald.com/insight/content/doi/10.1108/JME-11-2021-0205/full/html |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Journal for Multicultural Education volume 16, issue 3, page 272-282 ISSN 2053-535X 2053-535X |
op_rights |
https://www.emerald.com/insight/site-policies |
op_doi |
https://doi.org/10.1108/jme-11-2021-0205 |
container_title |
Journal for Multicultural Education |
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1801375713583955968 |