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“Things Get Glossed Over”

“Things Get Glossed Over” This article investigates the ways that White teachers approach issues of race, racism, and White supremacy in White-dominated educational settings. Drawing from data from a yearlong qualitative research study, the article uses discourse analysis, critical studies of Whiteness, and feminist theory to detail 15 rhetorical, behavioral, analytical, and interactional strategies that participants used to insulate themselves from implication in social inequality. The article demonstrates how participation in these strategies stymied attempts at transformative multicultural education and thus functioned to reproduce, rather than challenge, the status quo of educational and social inequality. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Teacher Education: The Journal of Policy, Practice, and Research in Teacher Education SAGE

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References (21)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0022-4871
eISSN
1552-7816
DOI
10.1177/0022487107310751
Publisher site
See Article on Publisher Site

Abstract

This article investigates the ways that White teachers approach issues of race, racism, and White supremacy in White-dominated educational settings. Drawing from data from a yearlong qualitative research study, the article uses discourse analysis, critical studies of Whiteness, and feminist theory to detail 15 rhetorical, behavioral, analytical, and interactional strategies that participants used to insulate themselves from implication in social inequality. The article demonstrates how participation in these strategies stymied attempts at transformative multicultural education and thus functioned to reproduce, rather than challenge, the status quo of educational and social inequality.

Journal

Journal of Teacher Education: The Journal of Policy, Practice, and Research in Teacher EducationSAGE

Published: Jan 1, 2008

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