28.036 - Four Recent Books' Contributions to White Teacher Identity Studies: A Discussion With the Authors

Session Type: Symposium

Abstract

The purpose of this symposium is to recognize four recent sole-authored books’ contributions to White teacher identity studies (WTIS). Each of the four authors presents recent cutting-edge conceptual-empirical research from her or his recently published book. As established Critical White Studies (CWS) scholars, the symposium emphasizes four unique yet related contributions to WTIS. Through the presentations and ensuing discussion, symposium attendees will recognize WTISs’ emergent contours that continue to include yet extend beyond White privilege analyses toward complex discussions of race-based critical pedagogies. As laid out by the authors, attendees to this symposium will recognize, analyze, and apply the emergent dimensions of an empirical WTIS field: racial identity complexity, enacted whiteness pedagogies, racial-social psychoanalysis, and decolonial and transnational analyses.

Sub Unit

• Division G - Social Context of Education / Division G - Section 2: Differences and Intersectionalities

Chair

• James C. Jupp, University of Texas - Rio Grande Valley

Papers

• A Youth Participatory Action Research, Theatrical Inquiry Into Whiteness - Samuel Jaye Tanner, The Pennsylvania State University - Altoona

• White Fatigue: Rethinking Resistance for Social Justice - Joseph E. Flynn, Northern Illinois University

• A Pedagogy of Anticapitalist Antiracism - Zachary A. Casey, Rhodes College

• Feeling White: Whiteness, Emotionality, and Education - Cheryl E. Matias, University of Colorado - Denver

Discussant

• Ann Mogush Mason, University of Minnesota - Twin Cities