“There can be no racial improvisation in white supremacy”: What we can learn when anti-racist pedagogy fails

Erin T. Miller, Samuel Jaye Tanner

Research output: Contribution to journalArticle


Using narrative research as a qualitative methodology, we (two white critical whiteness scholars) tell a story about how a dismantling and rebuilding of whiteness occurred in a fourth-grade classroom across three vignettes. Using a close read of Reverend Thandeka’s primer on the ways white children are socialized, we wrestle with what pedagogy aimed to confront racism means when it didn’t work as planned for a white child and his family. In our telling, we will attempt to wrestle with the question: What happens when white children are asked to engage in anti-racist pedagogy?.

Original languageEnglish (US)
JournalJournal of Curriculum and Pedagogy
StateAccepted/In press - Jan 1 2018


All Science Journal Classification (ASJC) codes

  • Education

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