Pedagogy Apr 2014

Skin in the Game

Lee Bebout

Abstract

Over the last two decades, a growing body of scholarship has examined how whiteness is socially constructed as “objective” and “neutral” in the US and elsewhere. This article seeks to trouble such a position for white teachers in the multiracial classroom, particularly those that focus on multiethnic literatures. Drawing upon scholarship in critical whiteness studies, personal experiences with students, and reflections on multicultural literature, this article advances an educational philosophy of investment wherein privilege and subjectivity are made legible in the learning process. In this model, educators and students work toward the discomfort that often comes from recognizing the risks and rewards of acknowledging one’s positioning within a racial order.

Journal
Pedagogy
Published
2014-04-01
DOI
10.1215/15314200-2400530
Open Access
Closed
Topics
multimodality race and writing multilingual writers

Citation Context

Cited by in this index (1)

  1. Kaplan et al. (2018)
    Teaching Required Courses
    Pedagogy

Cites in this index (0)

No references match articles in this index.

Also cites 1 work outside this index ↓
  1. Pérez-Torres (1993-94)
    Nomads and Migrants: Negotiating a Multicultural Postmodernism
    Cultural Critique  ↗
CrossRef global citation count: 2 View in citation network →

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