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This session will discuss the autobiographical understandings of a White teacher in an urban, Midwestern school. As a teacher dedicated to antiracist action in solidarity with her students, (Author 1, 2016), she describes her complex and, at times contradictory, understanding of her emotional labor (Holschild, 1983) as a function of her life story as a daughter of a teacher and a White ally dedicated to social justice. This paper arose from a larger ethnographic case study of White high school teachers of largely African American students from a Midwestern urban district and the contradictions inherent in her narrative informs and troubles the narratives of White teachers as monolithically race evasive (Jupp, Berry, & Lensmire, 2016). The question that guided this study was: How do successful White high school social studies teachers negotiate their teaching relationships with their African American students?