Abstract

This article explores the struggle to transport an ethos of white antiracism across different racial climates within two university contexts. The author analyzes the influence that students' home rhetorics of racism and their conceptualizations about “progressive” white identity have in (de)constructing a teacher's credibility to discuss racial identity and racisms in the classroom.

Journal
Pedagogy
Published
2017-01-01
DOI
10.1215/15314200-3658446
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Cited by in this index (1)

  1. Pedagogy

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