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ERIC Number: EJ821436
Record Type: Journal
Publication Date: 2005-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1047-6210
Pre-Service Teachers and the Re-Inscription of Whiteness: Disrupting Dominant Cultural Codes through Textual Analysis
de Freitas, Elizabeth
Teaching Education, v16 n2 p151-164 Jun 2005
This paper draws from theorists in critical pedagogy and cultural studies in order to name and then trace the re-inscription and circulation of normative whiteness in geographically isolated rural communities. The paper examines a particular rural Canadian maritime community where my role as teacher-educator and my commitment to developing reflexive teacher practice brought me face-to-face with the "perpetual pedagogy" of a media-saturated and electronically connected North America. The paper contains a textual analysis of specific cultural hip-hop texts, theoretical reflections on the relevant research regarding whiteness, and an auto-ethnographic framing that recounts my own participation as a teacher-educator in the context.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada