Individual and Institutional Anti-Racism at a Predominantly White Independent School

• In Event: AERA Poster Session Friday 11:45am
  In Poster Session: Individual and Institutional Anti-Racism at a Predominantly White Independent School

Abstract

This case study examines how a white kindergarten teacher in a predominantly white independent school talked about anti-racism and considers how her school context shaped the way she talked. Guided by critical sociocultural theory, critical whiteness studies, and Black whiteness studies, we explored how the teacher’s language functioned. While the teacher made moves toward anti-racism, her talk reflected institutionalized beliefs and practices based on individual blame, personal responsibility, and projecting a good-person image. Her talk reflected the school’s failure to commit to anti-racist change and maintenance of hiring and staff development practices that supported a culture of white supremacy. We explore implications for teachers, administrators, professional developers, and teacher educators.

Authors

• Nerisa Arias, Fordham University

• Clarence Ball, Fordham University

• Dorcas Boateng Asa-Ntow, Fordham University

• Jane Bolgatz, Fordham University

• Graham Johnson, Fordham University

• Jazlyn Mary Mena, Fordham University

• Lindsay Rosoff, Fordham University

• Shanna Silien, Fordham University