Abstract
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?.
Original language | English (US) |
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Pages (from-to) | 72-96 |
Number of pages | 25 |
Journal | Journal of Curriculum and Pedagogy |
Volume | 16 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2 2019 |
All Science Journal Classification (ASJC) codes
- Education