This critical reflective practice article juxtaposes the temporal relationship between lived experiences in my past, with my present actions as a schoolteacher. Presented in the style of a dwam—the state of semiconsciousness that precedes sleep—I uncover dominant colonial narratives that continue to inscribe racialized power relations in school curriculum and pedagogy, and that have done so throughout my experiences as a child–student and an adult–teacher. Drawing from Albert Memmi's “colonizer who refuses,” my dwam demonstrates critical awakening as a white teacher through six scenes that span four decades.
Waking Up to Memmi: A Dwam of Critical Whiteness Studies in School Curriculum and Pedagogy
Craig Wood is a PhD candidate in the Arts, Education and Law Group at Griffith University. Correspondence to: Craig Wood, Arts Education and Law, Griffith University, 176 Messines Road, Mount Gravatt, QLD 4122, Australia. Email: firstname.lastname@example.org.
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Craig Wood; Waking Up to Memmi: A Dwam of Critical Whiteness Studies in School Curriculum and Pedagogy. Departures in Critical Qualitative Research 1 June 2018; 7 (2): 72–92. doi: https://doi.org/10.1525/dcqr.2018.7.2.72
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