"There can be no racial improvisation in white supremacy": What we can learn when anti-racist pedagogy fails. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Miller, Erin T.; Tanner, Samuel J.
• Is Part Of: Journal of curriculum and pedagogy. Volume 16:Issue 1(2019)
• Page Start: 72
• Page End: 96
• Publication Date: 2019-01-02
• Subjects: Education -- Curricula -- Periodicals; Teaching -- Periodicals; Education -- Curricula -- United States -- Periodicals; Teaching -- United States -- Periodicals; Education -- Curricula; Teaching; United States; Periodicals; Electronic journals; 375.001
• DOI: 10.1080/15505170.2018.1525448
• Languages: English
• ISSNs: 1550-5170

Abstract

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?