Maintaining the undercurrent from within: White settler teacher identities in Saskatchewan schools
Bibliographic record
Abstract
Drawing upon critical perspectives, this qualitative multiple-case study examines the self-perceived identities, perceptions and pedagogical practices of four experienced (5+ years of service), white settler teachers currently teaching in an urban school division located in the province of Saskatchewan, Canada. This study explores two research questions: How do the identities of white settler teachers shape their perceptions of race and language? How do these perceptions construct their pedagogical practices? Through analysis of interview data, this study illustrates the ways in which white settler teachers reproduce discourses of whiteness to maintain colonial racial and linguistic hierarchies in settler schools today. Findings demonstrate that white settler teachers do not recognize the significance of their racial and linguistic identities and privilege, perceiving their identities to be neutral and standard rather than historically and socially constructed. Colonial discourses of Otherness are present as participants discuss their understanding of difference in student achievement, belonging and home support of the Othered identities within their classrooms. Drawing upon these findings, I consider how whiteness, as an invisible undercurrent within settler schools, is maintained through “common sense” perceptions, practices and pedagogical practices of white settler teachers. Furthermore, I discuss how naturalized colonial discourses are comfortable in conversations amongst white settler teachers and act in a concealed manner to maintain inequity in schools today. Key Terms: white settler, settler colonialism, pedagogy, racism, teacher identity, settler schools, whiteness, white privilege
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.014 | 0.007 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".