This article explores the emotioned dimensions of racist discourses at an all-white public high school. I argue that students’ racist assertions do not always or even often originate in students’ racist attitudes or belief. Instead, racist language functions metaphorically, connecting common racist ideas to nonracist feelings, values, beliefs, and associations that are learned in the routine practices and culture of school.

Reviewed are: A Place to Stand: Politics and Persuasion in a Working-Class Bar, by Julie Lindquist Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education, by Catherine Prendergast.

In this essay, I address the problem of White racism in the classroom, proposing a way of reading racist discourse that takes into account its emotional dimensions and hence its persuasive appeal for White students.

This article examines the contradictory representations of whiteness in the literature on critical pedagogy and argues that a deeper engagement with these contradictions can help critical educators in their work with white students. The essay explores a number of sites-the rhetoric of critical pedagogy, the literature on whiteness that has surfaced in the past five years-and concludes by analyzing portraits of white students as they read texts that challenge them to think about race and racial identity in new ways.

This article examines the contradictory representations of whiteness in the literature on critical pedagogy and argues that a deeper engagement with these contradictions can help critical educators in their work with white students. The essay explores a number of sites--the rhetoric of critical pedagogy, the literature on whiteness that has surfaced in the past five years--and concludes by analyzing portraits of white students as they read texts that challenge them to think about race and racial identity in new ways.

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