College English Jan 2005

Local Pedagogies and Race: Interrogating White Safety in the Rural College Classroom

Amy E. Winans

Abstract

Recognizing that critical thinking is enhanced by an engagement with diversity, the author illustrates how race can usefully be addressed in a predominantly white classroom through a local pedagogy that respects and addresses the complexities of students’ often contradictory experiences of race, rather than essentializing whiteness or identifying it only with white privilege.

Journal
College English
Published
2005-01-01
DOI
10.58680/ce20054072
Open Access
Closed
Topics
race and writing

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