Constructing Race in White Spaces of Dutch Education (1968-2017)

Autor/in	Sijpenhof, Maria Luce
Titel	Constructing Race in White Spaces of Dutch Education (1968-2017)
Quelle	In: History of Education Review, 50 (2021) 2, S.115-129 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sijpenhof, Maria Luce)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0819-8691
DOI	10.1108/HER-05-2020-0030
Schlagwörter	Race; Whites; Racial Bias; Foreign Countries; Secondary School Teachers; History Instruction; Teacher Attitudes; Critical Theory; Racial Identification; Personal Narratives; Teaching Methods; Curriculum Development; Minority Group Teachers; Slavery; Educational History; Netherlands + Suchen Sie Ihr Suchwort? Rasse; Abstammung; White; Weißer; Racial discrimination; Rassismus; Ausland; History lessons; Geschichtsunterricht; Lehrerverhalten; Kritische Theorie; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sklaverei; History of education; Bildungsgeschichte; Niederlande
Abstract	Purpose: The key purpose of this paper is to explore how teachers' historical constructions of race and racism may reify whiteness in Dutch classrooms. How has whiteness contributed to how teachers understand and teach race and (historical) racism in white educational spaces in the years 1968-2017? Design/methodology/approach: Interview data are obtained from a selection of Dutch secondary school (former) teachers, mostly history teachers, who have taught in the period between 1968-2017 (N = 28). Grounded theory and critical discourse analysis are used for analytical purposes. Findings: The findings reveal that most teachers minimize and distort (historical) racism and its connection to the normalization of whiteness in the Netherlands. These teachers are constantly (re)constructing race based on their own histories, which silences race. This implicates contemporary educational spaces in numerous ways. Among other things, teachers normalize whiteness, while racializing the "other", they explain racial inequities by reference to factors that exclude racism, and perpetuate whiteness through their teaching. Originality/value: While in the USA, critical scholars have long provided evidence for racism in educational contexts, racism in Dutch education remains largely unexamined. This paper offers a critical perspective on teachers' racial contributions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01