Abstract
In this chapter, the authors use duoethnography to share a personal account of the first author’s, a Black woman on the tenure track, journey towards disrupting whiteness to develop inclusive, anti-racist ways to teach introductory statistics courses in an education college. The research question was, How can an introductory statistics instructor disrupt whiteness in their course design and pedagogical praxis? The chapter begins with a brief discussion of the racist genealogy that shaped the discipline of statistics. Next, a review of existing literature about how whiteness remains protected in statistics is presented. Inclusive pedagogy is advanced as a framework and duoethnography as the reflexive dialogic process for understanding the authors’ relationship to higher education introductory statistics as Black women from the perspective of quantitative criticalist faculty and graduate students. Following this, they present four themes from the data analysis: (a) the presence of a Black woman teaching statistics is inclusive pedagogy and emancipatory praxis; (b) racial consciousness is a prerequisite to inclusive pedagogy; (c) the co-creation of knowledge and sharing of power are integral characteristics of inclusive pedagogy; and (d) a decision that the benefits of disrupting whiteness outweigh the costs is necessary. The chapter concludes with a discussion of findings that compel faculty and students to critically interrogate how they have been socialized to teach and consume statistics in ways that perpetuate whiteness.
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Tabron, L.A., Hunt-Khabir, K., Thomas, A.K. (2021). Disrupting Whiteness in Introductory Statistics Course Design. In: Mullen, C.A. (eds) Handbook of Social Justice Interventions in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-29553-0_82-2
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Disrupting Whiteness in Introductory Statistics Course Design- Published:
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DOI: https://doi.org/10.1007/978-3-030-29553-0_82-2
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