Untangling the Emotions of White Femininity: Attempts at Anti-Oppressive Pedagogies in Classroom Spaces

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Interrogating and Interrupting the "Overwhelming Presence of Whiteness" in Teacher Education (Table 4)

Abstract

Using Critical Whiteness and intersectionality as theoretical frameworks, this paper explores how preservice teacher identities impacted and informed their attempts to enact anti-oppressive pedagogies during their clinical teaching placements. The researchers blended post-intentional phenomenology and narrative inquiry and included historical contextualization of White women educators to design this study. In their findings, the authors argue that emotional barriers must be interrogated and untangled in teacher preparation programming. They expand on how they, as teacher educators and university supervisors, might support university students’ bridging of antioppressive theory to practice, to grow a generation of anti-oppressive educators ready to work against hegemonic structures and systems.

Keywords: Perfectionism, Critical Whiteness, Teacher Identity, Femininity, Anti-Oppressive
Pedagogy, Teacher Education, Emotionality of Instruction

Authors

• Scott Sundstrom, University of Minnesota
  Presenting Author

• Laurie Elisabet Hahn Ganser, University of Minnesota
  Presenting Author

• Marika Belusa, University of Minnesota
  Presenting Author