Naming Whiteness in a High School Drama Program: A Youth Participatory Action Research, Theatrical Inquiry into Whiteness

Samuel Jaye Tanner

doi:10.1007/978-3-319-65256-6_22

Naming Whiteness in a High School Drama Program: A Youth Participatory Action Research, Theatrical Inquiry into Whiteness

Samuel Jaye Tanner

Division of Education, Human Development & Social Sciences (Altoona)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

1 Scopus citations

Abstract

This chapter considers how students both confirmed and disrupted whiteness as property during a teacher-researcher implementation of second-wave critical whiteness pedagogy. The author relies on narrative scholarship in order to both tell and interpret stories about a yearlong project that used youth participatory action research (YPAR) and playbuilding to guide a group of mostly White 9th to 12th graders through a consideration of whiteness. This chapter especially focuses on ways that students (and adults) interacted with whiteness as property during the project.

Original language	English (US)
Title of host publication	The Palgrave Handbook of Race and the Arts in Education
Publisher	Springer International Publishing
Pages	391-406
Number of pages	16
ISBN (Electronic)	9783319652566
ISBN (Print)	9783319652559
DOIs	https://doi.org/10.1007/978-3-319-65256-6_22
State	Published - Jan 1 2018

All Science Journal Classification (ASJC) codes

General Social Sciences

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10.1007/978-3-319-65256-6_22

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Naming Whiteness in a High School Drama Program: A Youth Participatory Action Research, Theatrical Inquiry into Whiteness

Abstract

All Science Journal Classification (ASJC) codes

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