Disrupting whiteness within the classroom: Comparing experiences of two white racially just social studies teachers

• In Event: K-12 Curriculum in the Content Areas

Abstract

There is little research on the disruption of whiteness within social studies by racially just white social studies teachers. This study analyzes two educators’ experiences. One teacher is early in their career while the second is a veteran teacher; both self-identify as racially just educators. This study uses Clandinin’s Narrative Inquiry (2013) to analyze each narrative. Special attention will be paid to the ways each teacher describes how they disrupt whiteness using Demoiny (2022) a priori codes on whiteness within social studies. Finally, a comparison will be made between each educator to generate a deeper understanding of each participant’s experiences and to generate new questions about the ways white racially just educators disrupt or fail to disrupt whiteness within their classroom.

Author

• Vernon Zachary Turner, University of South Carolina