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Danelle du Plessis

Stipendiat

E-post: danelle.duplessis@inn.no
Telefonnummer: +47 61 28 84 56

Fakultet for lærerutdanning og pedagogikk
Institutt for samfunnsfag, religion og etikk
Studiested Hamar

Kort om

Danelle du Plessis is a Ph.D. candidate at the Institute of Social Science, Religion and Ethics working on the Research Council of Norway's funded project "Critical Examination of Race and Racism in Teacher Education" (CERiTE).

Danelle holds a Master’s Degree in African Studies from the University of Leiden where she completed a project on Discourses of Gender in Identity Formation in Popular Women's magazines in Nigeria. Her specialization is in Gender and Feminist studies and postcolonial studies, with a particular interest in media studies.

Her current research entitled, Expanding Vocabularies of Race and Racism in Norwegian Teacher Education, investigates the ways race, racism and whiteness are experienced from racialised pre-service and in-service teachers’ perspectives. By utilising CRT tenets that capitalise on racialised subjects’ experiential knowledge, her research will explore measures to both counter and transform the existing knowledge and practices that marginalise racialised groups in educational contexts.

Her areas of interest are:

critical race theory
intersectionality
narratives
transformative methods

Forskergrupper

Fylkesnes, Sandra; du Plessis, Danelle & Massao, Prisca Bruno (2024). What can critical perspectives on whiteness do for post-racial teacher education? A review of studies from the “nice” Norwegian context. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 140, s. 1–12. doi: 10.1016/j.tate.2024.104487. Vis sammendrag
In “post-racial” societies, colour-blind racism tends to persist, enabling whiteness to proliferate as part of the governmentally mandated educational fabric. Reviewing studies from 2008 to 2020 in the Norwegian context that utilise critical perspectives on whiteness, this article reveals a growing body of research showing whiteness working through (1) avoidance of race, (2) simultaneous privileging of invisibility and marking of Otherness, (3) institutionalised discourse, (4) embodiments of racialised Othering and (5) researcher positionality. Drawing on these findings, we examine how critical perspectives on whiteness might benefit “post-racial” teacher education and propose potential future educational and research directions relevant to “post-racial” societies.

Se alle arbeider i Cristin

du Plessis, Danelle (2023). Expanding Vocabularies of Race and Racism in Norwegian Teacher Education.
Du Plessis, Danelle (2023). Critical Race Counter-stories: Experiences from the Field and Emerging Patterns.
Amro, Lana; du Plessis, Danelle & Kjelling, Anne Grethe (2023). Intersectionality and Researcher Positionality in Researching with Minority Groups.
Du Plessis, Danelle (2022). DMP: Research Design, Data Management, Research Ethics Reflections .
Du Plessis, Danelle (2022). Exploring the perspectives of racial minority in-service teachers in Norwegian education research.
Fylkesnes, Sandra; Du Plessis, Danelle; Massao , Prisca Bruno & Andersen, Camilla Eline (2022). A review of empirical studies on race, racism and whiteness in the teaching and learning context of Norway – from early childhood- to higher education .
du Plessis, Danelle (2022). Minority Voice and the Expansion of Vocabularies of Race and Racialization in Norwegian Teacher Education.

Se alle arbeider i Cristin

Adresser

Postadresse

Høgskolen i Innlandet
Postboks 400 Vestad
2418 Elverum