Critical Whiteness Education and Cognitive Frame of Reference Elaboration: An In-Depth Descriptive Case of Transformation

Nyasha Grayman-Simpson, Fabienne Doucet, Luz Burgos-López

Research output: Contribution to journalArticle

Abstract

Critical race courses challenge today’s college students to cognitively grapple with issues of justice and the good society. In some instances, these challenges lead to positive, relational growth-fostering attitudes and behaviors. Transformative learning educator Jack Mezirow’s approach to facilitating cognitive shifts appears especially promising in its ability to promote such outcomes. In our own work, we apply this frame to guide our teaching, with an aim toward fostering and studying racially privileged (i.e., White) students’ cognitive shifts around the meaning of whiteness. The present case study is an in-depth description of one student’s whiteness frame of reference elaboration. Several tentative contributions to Mezirow’s theory emerge as a result. Namely, whiteness frame of reference elaboration may include (1) periods of cognitive homeostasis in addition to disruption, (2) positive affective experiencing in addition to negative affect, and (3) shifts in cognition that are subjectively encoded within the context of affective experiencing.

Original languageEnglish (US)
JournalJournal of Transformative Education
DOIs
StateAccepted/In press - Jan 1 2019

Fingerprint

education
student
cognition
justice
educator
ability
Teaching
learning
Society

Keywords

  • critical reflection
  • reflective learning
  • transformative pedagogy

ASJC Scopus subject areas

  • Education

Cite this

@article{f8bf902916794e5b98ccc6e881fcc65f,
title = "Critical Whiteness Education and Cognitive Frame of Reference Elaboration: An In-Depth Descriptive Case of Transformation",
abstract = "Critical race courses challenge today’s college students to cognitively grapple with issues of justice and the good society. In some instances, these challenges lead to positive, relational growth-fostering attitudes and behaviors. Transformative learning educator Jack Mezirow’s approach to facilitating cognitive shifts appears especially promising in its ability to promote such outcomes. In our own work, we apply this frame to guide our teaching, with an aim toward fostering and studying racially privileged (i.e., White) students’ cognitive shifts around the meaning of whiteness. The present case study is an in-depth description of one student’s whiteness frame of reference elaboration. Several tentative contributions to Mezirow’s theory emerge as a result. Namely, whiteness frame of reference elaboration may include (1) periods of cognitive homeostasis in addition to disruption, (2) positive affective experiencing in addition to negative affect, and (3) shifts in cognition that are subjectively encoded within the context of affective experiencing.",
keywords = "critical reflection, reflective learning, transformative pedagogy",
author = "Nyasha Grayman-Simpson and Fabienne Doucet and Luz Burgos-L{\'o}pez",
year = "2019",
month = "1",
day = "1",
doi = "10.1177/1541344618821053",
language = "English (US)",
journal = "Journal of Transformative Education",
issn = "1541-3446",
publisher = "SAGE Publications Inc.",

}

TY - JOUR

T1 - Critical Whiteness Education and Cognitive Frame of Reference Elaboration

T2 - An In-Depth Descriptive Case of Transformation

AU - Grayman-Simpson, Nyasha

AU - Doucet, Fabienne

AU - Burgos-López, Luz

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Critical race courses challenge today’s college students to cognitively grapple with issues of justice and the good society. In some instances, these challenges lead to positive, relational growth-fostering attitudes and behaviors. Transformative learning educator Jack Mezirow’s approach to facilitating cognitive shifts appears especially promising in its ability to promote such outcomes. In our own work, we apply this frame to guide our teaching, with an aim toward fostering and studying racially privileged (i.e., White) students’ cognitive shifts around the meaning of whiteness. The present case study is an in-depth description of one student’s whiteness frame of reference elaboration. Several tentative contributions to Mezirow’s theory emerge as a result. Namely, whiteness frame of reference elaboration may include (1) periods of cognitive homeostasis in addition to disruption, (2) positive affective experiencing in addition to negative affect, and (3) shifts in cognition that are subjectively encoded within the context of affective experiencing.

AB - Critical race courses challenge today’s college students to cognitively grapple with issues of justice and the good society. In some instances, these challenges lead to positive, relational growth-fostering attitudes and behaviors. Transformative learning educator Jack Mezirow’s approach to facilitating cognitive shifts appears especially promising in its ability to promote such outcomes. In our own work, we apply this frame to guide our teaching, with an aim toward fostering and studying racially privileged (i.e., White) students’ cognitive shifts around the meaning of whiteness. The present case study is an in-depth description of one student’s whiteness frame of reference elaboration. Several tentative contributions to Mezirow’s theory emerge as a result. Namely, whiteness frame of reference elaboration may include (1) periods of cognitive homeostasis in addition to disruption, (2) positive affective experiencing in addition to negative affect, and (3) shifts in cognition that are subjectively encoded within the context of affective experiencing.

KW - critical reflection

KW - reflective learning

KW - transformative pedagogy

UR - http://www.scopus.com/inward/record.url?scp=85059943803&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85059943803&partnerID=8YFLogxK

U2 - 10.1177/1541344618821053

DO - 10.1177/1541344618821053

M3 - Article

AN - SCOPUS:85059943803

JO - Journal of Transformative Education

JF - Journal of Transformative Education

SN - 1541-3446

ER -