Diversity and Rurality: An Unexamined Paradox

• In Event: Marriott Roundtable Session 4
  In Roundtable Session: Division G Roundtable Session 1

Abstract

White supremacy has long been embedded in education, lurking in the shadows of schooling at times and made visible in areas like Eurocentric K-12 curriculum or school funding inequities. Since the election of Trump, some teachers have been emboldened to express their White supremacist beliefs overtly. The purpose of this study was to: (1) explore the dynamic relationships among diversity, education, and place and in so doing (2) unsettle the dominant assumptions surrounding these relationships. Ultimately, the project identifies the gaps in preparing predominately white students from rural places to teach in both diverse and predominately white schools through a critical whiteness lens that challenges white supremacy.

Authors

• Jeremiah C Sataraka, California State University - Bakersfield

• Amir Asim Gilmore, Washington State University - Pullman

• Veneice Guillory-Lacy, Ph.D., San Jose State University

• Courtney P. Benjamin, Bungie

• Nancy Emilce Carvajal Medina, Universidad Pedagogica y Tecnologica de Colombia

• Carolina Silva Martinez, Washington State University - Pullman

• Paula Groves Price, Washington State University