ERIC Number: EJ1436311
Record Type: Journal
Publication Date: 2019-Jan
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-8204
EISSN: EISSN-1943-2216
Reconceptualizing Whiteness in English Education: Failure, Fraughtness, and Accounting for Context
Christina Berchini
English Education, v51 n2 p151-181 2019
This article focuses on Mr. Kurt, a white, first-year English teacher in an all-white context who has chosen to teach his students about whiteness, white supremacy, white privilege, and the many ways institutionalized racism is enacted in daily life. I center this article on classroom scenarios that highlight the challenges embedded in dealing with race and whiteness in curriculum and classroom discussion. I conclude with a discussion of how possibilities for antiracist and social justice pedagogies in English education rely on the field's willingness to embrace a more nuanced conversation, and I offer implications for classroom practice at the K-12 and teacher education levels.
Descriptors: Beginning Teachers, English Teachers, English Instruction, Whites, Power Structure, Advantaged, Racism, Barriers, Race, Social Justice, English Curriculum, Grade 9, Grade 10, Teaching Experience, Teacher Attitudes, Context Effect
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A