Challenging views of working-class white students that either displace all white racism onto them or, at best, see them as having exchanged class consciousness for race privilege, the author argues for a critical race pedagogy that includes a more complex image of poor and working-class whites. She argues for both deconstructive pedagogies that can expose the role of language in maintaining racist and classist structures and reconstructive pedagogies that can provide students with the rhetorical tools for employing language transformatively.

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Commentary| April 01 2004 The Work before Us: Attending to English Departments' Poor Relations Jennifer Beech; Jennifer Beech Search for other works by this author on: This Site Google Julie Lindquist Julie Lindquist Search for other works by this author on: This Site Google Pedagogy (2004) 4 (2): 171–190. https://doi.org/10.1215/15314200-4-2-171 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jennifer Beech, Julie Lindquist; The Work before Us: Attending to English Departments' Poor Relations. Pedagogy 1 April 2004; 4 (2): 171–190. doi: https://doi.org/10.1215/15314200-4-2-171 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal You do not currently have access to this content.