Permission to be confused: Toward a second wave of critical Whiteness pedagogy

This article considers second wave critical Whiteness pedagogy by examining the author's teacher-researcher implementation of teaching project about Whiteness in a large, suburban high school near a major city in the Midwest. 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-12th graders through a consideration of Whiteness. This article especially focuses on the way one white student described her participation in the project.