ERIC Number: EJ1218836
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
"There Can Be No Racial Improvisation in White Supremacy": What We Can Learn When Anti-Racist Pedagogy Fails
Miller, Erin T.; Tanner, Samuel J.
Journal of Curriculum and Pedagogy, v16 n1 p72-96 2019
Using narrative research as a qualitative methodology, we (two white critical whiteness scholars) tell a story about how a dismantling and rebuilding of whiteness occurred in a fourth-grade classroom across three vignettes. Using a close read of Reverend Thandeka's primer on the ways white children are socialized, we wrestle with what pedagogy aimed to confront racism means when it "didn't" work as planned for a white child and his family. In our telling, we will attempt to wrestle with the question: What happens when white children are asked to engage in anti-racist pedagogy?
Descriptors: Racial Bias, Critical Theory, Race, Whites, Grade 4, Elementary School Students, Racial Segregation, Racial Identification, Ethnic Stereotypes, United States History, Teaching Methods, Elementary School Teachers
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4; Intermediate Grades
Authoring Institution: N/A