pedagogy and self-reflection . Only then may teachers be able to recognize and critique the systemic forces at play within classrooms , schools , and society as well as their own subject position within these spaces , and thus be more equipped to thoughtfully and effectively plan for learning experiences that may encourage students to do the same .
This study clearly demonstrates the multiple ways in which teachers and schools ( through curricula , practices , and policies ) continue to perpetuate the status quo through the ongoing acculturation of students into mainstream society . It is my hope that this research adds to our understanding of why it is critical to ensure schools ( teachers , administrators , policy makers , and of course the students ) to critically consider and disrupt dominant discourses , nationalist narratives , and the structuring forces of Whiteness in order to disrupt the perpetuation of systemic , racialized inequities . If we continue to approach diversity and diverse peoples in normalizing ways , inequity will continue to be inadequately addressed in schools . Rather our schools will continue to actively oppress , to actively marginalize , to actively colonize peoples who are racialized non-White and ensure the continuation of positions of privilege within this racialized society .
5
Was it difficult to achieve your research goals ? How did you overcome obstacles , whether personal or professional ?
The greatest difficulty I faced in this research journey was striking the balance required to manage the arduous workload and to maintain personal relationships . Too often , I did not successfully negotiate a reasonable work-personal life balance and consequently , sacrifices were needed . Unfortunately these sacrifices often came at the expense of my time with others , including my family and friends . I was fortunate to have the generous and unwavering support of my husband and daughter as well as my extended family and friends . Their dedication to and support of me was the most critical aspect of my success . Some argue it takes a village to raise a child . I would argue it also takes one to complete a dissertation ! I am so thankful for my generous and supportive village .
I was also incredibly fortunate to have a number of people make substantive contributions to this work and to my professional growth . The invaluable support , expertise , and compassion of my supervisor , Dr . Jennifer Tupper , and my committee members ( Dr .
K . Montgomery , Dr . P . Lewis , and Dr . M . Anderson ) were critical to the successful completion of this research .
In addition to the support of my family , friends , and colleagues , I was fortunate to have the financial support of my primary employer , Regina Public Schools . I received release time from my full-time teaching responsibilities to complete aspects of this work . This financial commitment made me feel valued as a professional and enabled me to complete this work at less of a tremendous cost to my family .
The Heart of the Research
The following excerpt illustrates one of the major themes that emerged from the data .
Of particular interest for this study were the ways in which students were able to overtly and implicitly dismiss inconsistencies or discrepancies of these nationalist discourses ( i . e . the tolerant and multicultural nature of Canada ). A common thread seemed to be that others are ruining it for us and these others seemed to be older Canadians , people living in particular regions , provinces , or less metropolitan areas , and just generally intolerant people ( who do not seem to be us ). Some participants seemed to acknowledge that we have contributed to some of these inconsistencies but we generally do it without meaning to , we are better than we used to be , and we are better than many other places and people . Through the dismissal or displacement of these inconsistencies or disruptions to the nationalist discourses , the dominant national identity of Canada and Canadians remains relatively intact , reinforced by and through the prescribed and negotiated social studies curriculum . Rather than acknowledging these inconsistencies and thus problematizing the nationalist discourses , these discursive strategies serve as ( re ) structuring forces that ( re ) inscribe Whiteness . As Hytten and Warren ( 2003 ) identify , “ the excessive use and reiteration of these rhetorics ultimately serve to maintain and protect whiteness ’ s discursively dominant cultural location ” ( p . 69 ).
Supervisor : Dr . Jennifer Tupper Committee Members : Dr . Ken Montgomery , Dr . Patrick Lewis , Dr . Mark Anderson External Examinator : Dr . Darren Lund ( U of C ) Defended : November 2013
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