Critical But Fraught: How a White Teacher Talks About Peers When Reflecting on Antiracist Action

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Authoring the Self and Others (Table 21)

Abstract

The researchers use critical discourse analysis to examine how a white kindergarten teacher in a predominantly white, independent elementary school describes taking actions that combat racism or challenge whiteness. Applying a critical whiteness framework, we conclude that relationships with peers were both critical and fraught. Although she credited others as instrumental in helping her take anti-racist action, the teacher also leaned on others to avoid taking responsibility for acting. Moreover, she sought to impress others rather than focus on the work of anti-racism. The implications of this research are explored.

Authors

• Nerisa Arias, Fordham University

• Clarence Ball, Fordham University

• Dorcas Boateng Asa-Ntow, Fordham University

• Jane Bolgatz, Fordham University

• Graham Johnson, Fordham University

• Lindsay Rosoff, Fordham University

• Shanna Silien, Fordham University