The Twin Tales of Whiteness: Exploring the Emotional Roller Coaster of Teaching and Learning about Whiteness

  title={The Twin Tales of Whiteness: Exploring the Emotional Roller Coaster of Teaching and Learning about Whiteness},
  author={Cheryl E. Matias and Allison Evans Henry and Craig Darland},
Teaching about race is understandably daunting, taxing, and emotionally draining especially within the U.S. context where whites significantly outnumber People of Color as teachers. In order to co-create a more humane and racially just society in the U.S. and beyond, however, race educators and scholars remain steadfast in their pedagogies and curricula, hoping that the “burden” of teaching teachers (a majority white) is a small price to pay for the hope of a better society. This article… 
White Supremacy and Teacher Education: Balancing Pedagogical Tensions When Teaching about Race
  • Lisette Enumah
  • Education
    Teachers College Record: The Voice of Scholarship in Education
  • 2021
Context University-based teacher education programs are increasingly committed to teaching about race and racism, but programs continue to face challenges in preparing justice-oriented educators.
Starting with the Teacher in the Mirror: Critical Reflections on Whiteness from Past Classroom Experiences
Abstract While critical whiteness studies have been a robust field of research for the last several decades, scholars have recently called for a refocus in critical whiteness studies to address the
Crystallising whiteness: engaging white students’ whiteness through Civil Dialogue®
ABSTRACT As an interdisciplinary field of study, Whiteness Studies have examined rhetorical strategies that reinforce whiteness ideology and White privilege at both macro- and micro-levels. The
Teacher Education For Racial Knowledge: Institutional And Pedagogical Challenges For Developing Racial Knowledge
This qualitative study explored the practices of teacher educators (TEs) who teach about race and racism. Through interviews, focus groups, and artifacts from teaching, TEs reflected on their
Feeling Race: Theorizing the Racial Economy of Emotions
In this presidential address, I advance a theoretical sketch on racialized emotions—the emotions specific to racialized societies. These emotions are central to the racial edifice of societies, thus,
"Our data, ourselves: a framework for using emotion in qualitative analysis"
Abstract Qualitative training rarely acknowledges the role of emotions in both data collection and analysis. While bracketing emotions is an important part of reflexivity, emotions are both a source
“I Just Love Black People!”: Love, Pleasure, and Critical Pedagogy in Urban Teacher Education
With concern to critical pedagogy, the concept of love is fairly frequently (ab)used, yet under-theorized. In this exploratory study, I ask: How does a critical pedagogy of love—or critical
Teacher Candidates’ Experiences Taking Up Issues of Race and Racism in an Urban Education Fellowship Program
ABSTRACT This study contributes to ongoing conversations about mechanisms to support preservice teachers, especially those who are White and middle class, in learning about race and racism in


The Usual Suspect: Negotiating White Student Resistance and Teacher Authority in a Predominantly White Classroom
Both feminist and critical pedagogues have addressed how students can critically analyze social structures and have complicated teacher students interaction, as well as issues of subjectivity and
The Burden of Teaching Teachers: Memoirs of Race Discourse in Teacher Education
 This paper presents the views and educational experiences of two African American female scholars, from a critical race and black feminist theorist perspective, teaching in the area of social
Rethinking white resistance: exploring the discursive practices and psychical negotiations of ‘whiteness’ in feminist, anti‐racist education
This article explores how under‐theorized representations of whiteness in pedagogical literatures have informed simplistic ideas about white resistance among students. It is argued that the
On the "Flip" Side: A Teacher Educator of Color Unveiling the Dangerous Minds of White Teacher Candidates
The dominant narrative dispelled in many films and mass media is a fear of the urban student of Color (Kellner, 1995; Leonardo & Hunter, 2007). Dominant narratives indicate that as innocent,
Race, Narrative Inquiry, and Self-Study in Curriculum and Teacher Education
It is critical for teacher educators to examine their own practices because what they do, say, and model in the classroom have the potential to influence teachers and students in P through 12
The discourse of denial: how white teacher candidates construct race, racism and ‘white privilege’
This qualitative study focuses on a representative sample from 200 teacher candidates' responses to Peggy McIntosh's article, ‘White privilege: unpacking the invisible knapsack’. The notion and
Pedagogy of fear: toward a Fanonian theory of ‘safety’ in race dialogue
In education, it is common to put the condition of ‘safety’ around public race dialogue. The authors argue that this procedural rule maintains white comfort zones and becomes a symbolic form of
Teacher Reflection and Race in Cultural Contexts: History, Meanings, and Methods in Teaching
Because reflection around race in cultural contexts and diversity are seldom taught or practiced among teachers, and because an increasingly large number of students of color are not succeeding in
Racial microaggressions in everyday life: implications for clinical practice.
Almost all interracial encounters are prone to microaggressions; this article uses the White counselor--client of color counseling dyad to illustrate how they impair the development of a therapeutic alliance.
Faculty of Color: Teaching in Predominantly White Colleges and Universities
Staff of Color: Teaching in Predominantly White Colleges and Universities (Stanley, 2006) provides readers with an opportunity to peer into the lives of a variety of faculty of color who are employed in predominantly white institutions (PWI).