Permission to be confused: Toward a second wave of critical Whiteness pedagogy

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Abstract

This article considers second wave critical Whiteness pedagogy by examining the author's teacher-researcher implementation of teaching project about Whiteness in a large, suburban high school near a major city in the Midwest. The author relies on narrative scholarship in order to both tell and interpret stories about a yearlong project that used Youth Participatory Action Research (YPAR) and playbuilding to guide a group of mostly white 9th-12th graders through a consideration of Whiteness. This article especially focuses on the way one white student described her participation in the project.

Original languageEnglish (US)
Pages (from-to)164-179
Number of pages16
JournalJournal of Curriculum and Pedagogy
Volume14
Issue number2
DOIs
StatePublished - May 4 2017

All Science Journal Classification (ASJC) codes

  • Education

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