Toward a Pedagogy of Risk: Engaging White Teachers in Conversations About Race in a Suburban High School

• In Event: Moscone Center North Roundtable Session 14
  In Roundtable Session: Understanding Equity While White: Toward a Pedagogical Praxis

Abstract

Many suburban school districts are undergoing demographic changes in their student populations. However, the teaching force in suburban schools remains overwhelmingly white and teachers often struggle to have productive conversations about race in their schools. This qualitative case study examines how teachers in one suburban high school engaged in discussions about race and racism through a book study. This paper highlights the key levers that promoted a pedagogy of risk (Leonardo & Porter, 2010) for white teachers that moved beyond traditional and problematic notions of “safe spaces” typically employed in professional learning when white people talk about race. Implications for education and racial discourse are discussed.

Authors

• Van T Lac, The University of Texas - San Antonio

• John B. Diamond, Brown University