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Seeing Whiteness: Methodological Considerations in Applying Educational Criticism to a Police Training's Curricular Dimensions

Mon, April 16, 2:15 to 3:45pm, Sheraton New York Times Square, Floor: Second Floor, Metropolitan West Room

Abstract

This paper discusses the methodological considerations of applying Educational Criticism and Connoisseurship (Eisner, 1998) to a police training on crisis intervention. Criticism’s commitment to perception, subtlety, and evaluation offers methodological strengths to transdisciplinary research that utilizes curriculum theory to both describe and illuminate. In discussing the purposes and aspects of Criticism as a method (Eisner, 1998; Uhrmacher, McConnell Moroye, & Flinders, 2017), I dialogic relationships (Conquergood, 2013) and space for question, critique, and insight (Leonardo, 2016) that the method’s orientation offers. Perceiving power dynamics within police training through descriptive renderings (Eisner, 1998) can further interrogation into intersections—or parallels—between police and education, connecting to the school-to-prison pipeline (Khalifa & Briscoe, 2015; Stovall, 2016; Wun, 2015) and nexus (Stovall, 2016).

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