Kathomi Gatwiri and Virginia Mapedzahama
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…
Abstract
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: self- reflexivity, storytelling and collaboration with Blac/k people.
Details
Keywords
This study aims to investigate multimodal composition as an exercise or tool for teaching students theory building. To illustrate, an analysis of artifacts comprising a student’s…
Abstract
Purpose
This study aims to investigate multimodal composition as an exercise or tool for teaching students theory building. To illustrate, an analysis of artifacts comprising a student’s multimodal composition, which was created in response to a multipart literacy assignment on theorizing Blackness, is analyzed.
Design/methodology/approach
Afrocentricity served as both theoretical moor and research methodology. Qualitative case study, focusing on the case of an individual student, was the research method used.
Findings
Multimodal composition was an effective exercise for surfacing the multidimensionality of a student’s complex knowledge while simultaneously placing the student in the powerful position of theorist. The process of composing multimodally integrated reading, writing and speaking skills while revealing the focal student’s need for targeted writing intervention.
Practical implications
The study evidences multimodal composition as a useful exercise for capturing students’ nuanced interpretations or students’ critical theorizing as well as meaningfully incorporating and assessing students’ literacy skills.
Originality/value
Exposure to preexisting theory alone relegates students to the realm of passive knowledge consumers. This undermines the emancipatory and justice-oriented objectives of critical education, which ideally contributes to social change by challenging dominant power structures and distorted perspectives of marginalized persons. To be empowered agentic learners, students need to be both taught how to theorize and engaged as theorists. This study shows how multimodal composition can be used as a liberatory literacy tool for those intertwined pedagogical purposes.
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John M. Violanti and Michael E. Andrew
Policing requires atypical work hours. The present study examined associations between shiftwork and pregnancy loss among female police officers.
Abstract
Purpose
Policing requires atypical work hours. The present study examined associations between shiftwork and pregnancy loss among female police officers.
Design/methodology/approach
Participants were 91 female officers with a prior history of at least one pregnancy. Shiftwork information was assessed using daily electronic payroll work records. Any prior pregnancy loss (due to miscarriage) was self-reported. Logistic regression estimated odds ratios (OR) and 95% confidence intervals (CI) for main associations.
Findings
On average, the officers were 42 years old, had 14 years of service, and 56% reported a prior pregnancy loss. Officers who worked dominantly on the afternoon or night shift during their career had 96% greater odds of pregnancy loss compared to those on day shift (OR = 1.96, 95% CI:0.71–5.42), but the result was not statistically significant. A 25% increase in percent of hours worked on night shift was associated with 87% increased odds of pregnancy loss (OR = 1.87, 95% CI:1.01–3.47). Associations were adjusted for demographic and lifestyle factors. Objective assessment of shiftwork via electronic records strengthened the study. Limitations include small sample size, cross-sectional design and lack of details on pregnancy loss or the timing of pregnancy loss with regard to shiftwork.
Research limitations/implications
The present study is preliminary and cross-sectional.
Practical implications
With considerable further inquiry and findings into this topic, results may have an impact on police policy affecting shift work and pregnant police officers.
Social implications
Implication on the health and welfare of police officers.
Originality/value
To our knowledge, there are no empirical studies which associate shiftwork and pregnancy loss among police officers. This preliminary study suggested an association between shiftwork and increased odds of pregnancy loss and points out the need for further study.