ERIC Number: EJ1246147
Record Type: Journal
Publication Date: 2019
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: EISSN-2642-3669
EISSN: N/A
"Race"ing White Instructors: Beyond the Black-White Binary. Forum: Reflections on White Racial Identity in the ABE Classroom. [Part 2 of 4]
Gnanadass, Edith
Adult Literacy Education, v1 n2 p57-60 Fall 2019
In this response to Stephen Brookfield's "Why White Instructors Should Explore Their White Racial Identity" (EJ1246146), Edith Gnanadass writes her response from the point of view of an adult educator with a multiplicity of identities in her critique of Brookfield's concept by going beyond his call for reflection of one's own whiteness. She suggests that in the multiracial landscape of Adult Basic Education (ABE), it would be helpful to extend and complicate Brookfield's sole focus on the white racial identity and whiteness, to adopt a more intersectional analysis than takes into account race, social class, gender, nationality, and citizenship status. She argues the point that ABE instructors are not "just" white and are not solely constituted by race. They are also gendered, classed, and have a multiplicity of races identities extend beyond race, as do their students. Gnanadass argues that viewing them through a binary lens strips them of their rich national and cultural histories. [For Part 1, "Why White Instructors Should Explore Their White Racial Identity, Forum: Reflections on White Racial Identity in the ABE Classroom," see EJ1246146.]
Descriptors: Whites, Teachers, Adult Basic Education, Racial Attitudes, Racial Factors, Racial Differences, Power Structure, Social Justice, Race, Advantaged, Multiracial Persons, Adult Literacy, Racial Relations, Social Class, Sexual Orientation, African American Students, Minority Groups, Multicultural Education, Racial Bias, Gender Issues, Adult Educators
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Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: Adult Basic Education; Adult Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A