The Affective Life of Whiteness: Researcher Reflections on Professional Learning Interactions

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  In Poster Session: The Affective Life of Whiteness: Researcher Reflections on Professional Learning Interactions

Abstract

This paper explores how whiteness is affectively and interactionally enacted, sustained, or disrupted in professional learning conversations with mathematics teachers. Drawing from a multi-year research-practice partnership, we analyze two cases where race surfaced with differing consequences. Using critical interaction analysis and enmeshed transcripts that include our reflective narration, we examine moments of discomfort, hesitation, and redirection. We argue that whiteness operates not only through discourse, but through affective dynamics—shaping what feels sayable and by whom. Our analysis foregrounds researcher positionality and affect as central to understanding how race is negotiated in professional learning. We call for greater attention to researcher dilemmmatic spaces and the emotional terrain of racial discourse in efforts to support justice-oriented teacher learning.

Authors

• Elizabeth Metts, Vanderbilt University

• Karen Underwood, Vanderbilt University