“I Prayed to Be Invisible”: Questioning the Goodness of White, Affluent Schools Through Counter-Storytelling

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Rethinking Racial Equity, Access, and Curriculum in the Era of Selective Banning (Table 38)

Abstract

This study analyzes the experiences of a Black student at an overwhelmingly White public high school. Drawing on Critical Race Theory and counterstorytelling methods, this study asks, How can student experiences illuminate the reproduction of White supremacy and call into question the conflation of “good” schools with Whiteness? The researcher finds that the school reproduced white supremacy through policy, pedagogy, and curriculum, but that the students’ experiences also indicate possibilities for reimagining education, beginning by disrupting the narrative that “good” schools are White schools.

Author

• Briana Markoff, Michigan State University