Addressing Whiteness in Geography Education: Classroom Strategies
This research paper explores the persistence of whiteness in the field of geography education, addressing systemic racism and lack of diversity in knowledge production. The study highlights classroom strategies for tackling issues such as country representation and alienation of students based on heritage. Through semi-structured interviews with minority geography teachers, significant strategies for inclusivity emerge, emphasizing the importance of diverse perspectives in teaching geography effectively.
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Research paper: Classroom strategies for tackling the whiteness of geography GA Conference 9th April 2021 Charlotte Milner, NQT Teacher of Geography, Westminster City School
Origins of the research Origins PGCE assignment (2020): tangible interventions to make geography more inclusive Overwhelmingly white cohort on PGCE (IOE, London) and undergraduate degree (University of Manchester) I teach diverse groups of pupils of different ethnicities Research paper: Classroom strategies for tackling the whiteness of geography (Milner, 2020)
Rationale Persistent whiteness of geography and systemic racism in knowledge production Whiteness = social discourse in which white identifications and interests are a socially constructed and constantly reinforced power (Gillborn, 2005: 488). Normalised white experiences include studying and undertaking fieldwork in racialised and profoundly white locations in the British countryside (Hughes, 2016; Panelli et al., 2009: 355). Geography is a social construct influenced by positionality Lack of socio-ethnic diversity in geography = world is reflected through a limited range of perspectives (Winter, 2018). Powerful knowledge problematic = assumes better knowledge than that obtained in everyday life, lived experiences. Research paper: Classroom strategies for tackling the whiteness of geography (Milner, 2020)
Methodology Semi-structured interviews 3 Geography teachers based in London and Sheffield. The participants identified as Black Caribbean British, British Indian, and British Chinese. Interviews designed to gather experiences of geography, as a student and as a teacher, and opinions Inclusion of ethnic minority geographers critical: Understanding matters of racism (Solorzano, 1997: 7). Existing lack of representation within knowledge production processes Analysis identified: Three significant issues (lack of ethnic minority teachers omitted from further discussion) Four significant strategies for tackling issues Significant : frequent occurrence across the interviews; perceived impact on children and their experiences of geography. Research paper: Classroom strategies for tackling the whiteness of geography (Milner, 2020)
Issue 1 Representation of countries Respondents' experiences of other countries not in line with classroom content One felt disconnect being introduced to certain places as developing etc., but my personal experience of visiting those places was totally different so it didn tmarry . being low income, Natural logical and indisputable categories/rankings (Winter, 2018: 461). Categorising countries by development Process of naturalisation: white becomes the norm from which other races stand apart (Gillborn, 2005: 489). Respondent: Kids with the heritage, they feel a bit put out Respondent: I started to sort of categorise myself . African countries classified as underdeveloped (Winter, 2018: 464) Alienate and disrespect students in the classroom (Winter, 2018). Research paper: Classroom strategies for tackling the whiteness of geography (Milner, 2020)
Issue 2 Lack of exposure to other places Potential implications for attainment (Hughes, 2016). Respondent: on their PGCE course when other trainees were talking about different parts of the UK like the Lake District or parts of Wales, mountainous places, places where you go camping or on UK holidays, I felt awkward because I hadn t been exposed to those kinds of places . Rural locations are racialised spaces. Less exposure to rural areas where physical processes are observed. Ethnic minority people often experience racism in various forms (Hughes, 2016; Chakraborti and Garland; 2004). Ethnic minority pupils may approach, understand and experience the study of these locations differently from their white British classmates (Hughes, 2016). Respondent: felt like I was being watched like I was really out of place in rural settings. Research paper: Classroom strategies for tackling the whiteness of geography (Milner, 2020)
Strategy 1 Increase the number of field trips carried out BUT how do we improve field trip experience? Costs and COVID Increase number of field trips carried out Requires attention and cooperation of a range of institutions and bodies. Much of literature aimed at HE geography and not applicable to school geography Sensitive and appropriate approach to preparation, undertaking and debriefing of fieldwork required (Abbott, 2006). Very little literature on improving ethnic minority pupils experiences of fieldwork. Research paper: Classroom strategies for tackling the whiteness of geography (Milner, 2020)
Strategy 2 Diversifying knowledge in the classroom Embedding range of voices, including marginalised e.g. indigenous voices Acknowledging, utilising and respecting pupils everyday knowledge Diversifying knowledge in the classroom What if the classroom demographic is totally or largely white? Diversity of pupils= rich and diverse range of positionalities present in the learning process (Wellens et al., 2006). Integral; culturally responsive (Gay, 2018) Never tokenistic, forced or white-serving Research paper: Classroom strategies for tackling the whiteness of geography (Milner, 2020)
Strategy 3 Broader use of a single case study More balanced and detailed understanding of the country = increasing capacity for engaging with the case study and thinking critically and creatively (Adichie, 2009; Roberts, 2013; Biddulph et al., 2015; Taylor, 2009). Respondents proposed using a variety of case studies . Broader use of single case study BUT difficult to study many places at a meaningful level (Roberts, 2013). E.g. Nigeria to study rivers, coasts, urbanisation, population, migration, climate change it is represented as multifaceted Research paper: Classroom strategies for tackling the whiteness of geography (Milner, 2020)
Strategy 4 Racialisation as a fundamental aspect of geographical understanding Racialisation = consequences of the construction of race as a means of differentiating and valuing white people above those of colour (Kobayashi and Peake, 2000: 400) Transform the way in which students understand the world (Roberts, 2017: 6). Racialisation as a fundamental aspect of geographical understanding Critical understanding of a contemporary issues (Noxolo, 2017). Geography played key role in the naturalisation of racial difference (Kobayashi and Peake, 2000: 399). Critical examination of historical and contemporary responsibility for marginalisation and subordination of other , e.g. through the legitimation of neo-colonial concepts and practices, such as aid and development. Research paper: Classroom strategies for tackling the whiteness of geography (Milner, 2020)
Pedagogy Using critical enquiry Probe beneath the surface (Roberts, 2013: 125) through questioning and challenging status quo. Pupils develop critical awareness of reality necessary for tackling issues around misrepresentation (Roberts, 2013). Enable pupils to make use of experiential knowledge (Roberts, 2013: 8). Research paper: Classroom strategies for tackling the whiteness of geography (Milner, 2020)
Limitations Ethnic minority pupils not included in the research. Small scope of research = limited possible range of experiences and issues for discussion. Use of BAME = homogenises different ethnic minority groups and overlooks specific experiences of different ethnic minorities. Research paper: Classroom strategies for tackling the whiteness of geography (Milner, 2020)
Applying strategies to practice Year 8 Population Year 10 Urban Issues and Challenges (AQA unit) Year 11 Changing Economic World (AQA unit) Links between slavery and Rio s favelas and the people who live in them. Colonial links to most common birth countries in London (Nigeria, Pakistan, India, Jamaica). Critical examination of the Demographic Transition Model (Western model of development and demographic change). Examining causes of uneven development with shift in focus towards colonialism/neocolonialism. Critical examination of the Brandt line as a tool of racial division. Social inequality in London explicitly examined racial inequality (housing and income inequality) using Runnymede Trust data. Creating own resources = Mohamed s migration story challenging stereotypes Alternative measurements of development such as the GINI- coefficient. Using Misty (Arinze Kene) play script to explore Black perspective of urban regeneration. Links between urban spaces and cultural identity (e.g., how Grime is shaped by urban landscape of London) Introducing case study of Nigeria - what do we know and how do we know it? Environmental racism and air pollution Research paper: Classroom strategies for tackling the whiteness of geography (Milner, 2020)
Thank you Charlotte.milner.19@alumni.ucl.ac.uk https://twitter.com/charmilner_
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