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ERIC Number: EJ857394
Record Type: Journal
Publication Date: 2009-Jul
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1361-3324
The Unexamined Whiteness of Teaching: How White Teachers Maintain and Enact Dominant Racial Ideologies
Picower, Bree
Race, Ethnicity and Education, v12 n2 p197-215 Jul 2009
While much research that explores the role of race in education focuses on children of color, this article explores an aspect of the predominately White teaching force that educates them. This article explores findings from a qualitative study that posed questions about the ways in which White pre-service teachers' life-experiences influenced understandings of race and difference, and how these pre-service teachers negotiated the challenges a critical multicultural education course offered those beliefs. In keeping with the tenet of critical race theory that racism is an inherent and normalized aspect of American society, the author found that through previous life-experiences, the participants gained hegemonic understandings about race and difference. Participants responded to challenges to these understandings by relying on a set of "tools of Whiteness" designed to protect and maintain dominant and stereotypical understandings of race--tools that were emotional, ideological, and performative. This phenomenon is typically referred to as "resistance" in the literature on White teachers and multicultural education. The author contends, however, that these tools are not simply a passive "resistance" to but much more of an active "protection" of the incoming hegemonic stories and White supremacy and therefore require analysis to better understand when and how these tools are strategically used. Understanding how these tools of Whiteness protect dominant and stereotypical understandings of race can advise teacher education programs how to better organize to transform the ideologies of White teachers.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A