Memory Work as Engaged Critical Pedagogy: Creating Collaborative Spaces for Reflections on Racialisation, Privilege and Whiteness

TY - JOUR

T1 - Memory Work as Engaged Critical Pedagogy

T2 - Creating Collaborative Spaces for Reflections on Racialisation, Privilege and Whiteness

AU - Khawaja, Iram

PY - 2022/2

Y1 - 2022/2

N2 - 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.

AB - 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.

KW - racialization, whiteness, affects, engaged pedagogy, memory work

KW - Engaged pedagogy

KW - Memory work

KW - Racialization

KW - affects

KW - whiteness

UR - http://www.scopus.com/inward/record.url?scp=85143704023&partnerID=8YFLogxK

U2 - 10.18261/njsr.13.1.8

DO - 10.18261/njsr.13.1.8

M3 - Journal article

SN - 1892-2783

VL - 13

SP - 94

EP - 107

JO - Nordic Journal of Social Research

JF - Nordic Journal of Social Research

IS - 1

ER -