Advanced search
Publication Cover
International Journal of Qualitative Studies in Education Volume 29, 2016 - Issue 8: Second-Wave White Teacher Identity Studies: Toward Complexity and Reflexivity in the Racial Conscientization of White Teachers
Submit an article Journal homepage
1,114
Views
36
CrossRef citations to date
0
Altmetric
Articles

Transgressive and negotiated White racial knowledge

Ryan M. CrowleyDepartment of Curriculum & Instruction, University of Kentucky, Lexington, KY, USACorrespondence[email protected]
Pages 1016-1029 | Received 31 Mar 2015, Accepted 17 Nov 2015, Published online: 19 Apr 2016

Citations (36)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (26)

Benjamin Blaisdell & Ronda Taylor Bullock. (2023) White imagination, Black reality: recentering critical race theory in critical whiteness studies. International Journal of Qualitative Studies in Education 36:8, pages 1450-1458.
Read now
Bonnie Lewis & Ryan M. Crowley. (2023) “If they were white and middle class”: The possessive investment in whiteness in U.S. History textbooks’ portrayal of 20th-century social democratic reforms. Theory & Research in Social Education 0:0, pages 1-24.
Read now
Erica Holyoke & Elizabeth Ries. (2023) “I Didn’t Think About That Perspective”: Preservice Teachers’ (Dis)comfort in Applying Critical Literacy and Race-Visible Discourse. Literacy Research and Instruction 0:0, pages 1-21.
Read now
Eric Moffa & Jake Winston. (2023) Examining Virginia’s African American History Course through the Lens of Racial Pedagogical Content Knowledge. The Social Studies 0:0, pages 1-16.
Read now
Abby C. Emerson. (2023) Facilitating antiracist sessions for white parents: self-study on the challenges to and perpetuations of whiteness. Whiteness and Education 0:0, pages 1-19.
Read now
Luke T. Reinke, Erin Miller & Tehia S. Glass. (2023) ‘It’s something I believe in, but it’s not something I understand’: white teacher educators working towards antiracist pedagogy. Whiteness and Education 8:1, pages 1-19.
Read now
Diana K. Garlough & Rachelle S. Savitz. (2022) White teachers developing racial identity awareness and critical consciousness through critical reflexivity. Whiteness and Education 0:0, pages 1-30.
Read now
Benjamin Blaisdell, Syntia Santos Dietz & Christy Howard. (2022) The Secret Hurt: Exposing the Visceral Nature of Whiteness in the Academy. Educational Studies 58:4, pages 474-494.
Read now
Melissa A. Click, Amanda Nell Edgar & Holly Willson Holladay. (2022) Race talk, fandom, and the legacy of plantation culture in the NFL player protests. Journal of International and Intercultural Communication 15:3, pages 256-273.
Read now
finn j. schneider. (2022) Queering whiteness studies: exploring the (im)possibility of antiracist pedagogy as imagined by white, queer educators. International Journal of Qualitative Studies in Education 35:4, pages 356-373.
Read now
Brittany Aronson & Lateasha Meyers. (2022) Critical race theory and the teacher education curriculum: challenging understandings of racism, whiteness, and white supremacy. Whiteness and Education 7:1, pages 32-57.
Read now
Jihea Maddamsetti. (2022) Elementary pre-service teachers’ practice of racial literacy: analysis of small stories in online critical inquiry communities. Teaching Education 33:1, pages 81-101.
Read now
Yasmin Morales-Alexander. (2021) “School is the child’s second home”: family engagement from a Latino sociocultural perspective. Journal of Early Childhood Teacher Education 42:4, pages 455-473.
Read now
William L. Smith, Ryan M. Crowley, Sara B. Demoiny & Jenna Cushing-Leubner. (2021) Threshold Concept Pedagogy for Antiracist Social Studies Teaching. Multicultural Perspectives 23:2, pages 87-94.
Read now
Andrea M. Hawkman. (2020) Swimming in and through whiteness: Antiracism in social studies teacher education. Theory & Research in Social Education 48:3, pages 403-430.
Read now
Abby Reisman, Lisette Enumah & Lightning Jay. (2020) Interpretive frames for responding to racially stressful moments in history discussions. Theory & Research in Social Education 48:3, pages 321-345.
Read now
Shira Eve Epstein & Melissa Schieble. (2019) Exploring racial literacy when teaching ‘other people’s children’. Whiteness and Education 4:2, pages 109-127.
Read now
Ryan M. Crowley. (2019) “It meant you were in trouble:” White teachers, race, and White shame. Whiteness and Education 4:2, pages 180-198.
Read now
Erin T. Miller & Samuel J. Tanner. (2019) “There can be no racial improvisation in white supremacy”: What we can learn when anti-racist pedagogy fails. Journal of Curriculum and Pedagogy 16:1, pages 72-96.
Read now
Jessica Cira Rubin. (2018) ‘And then on to the next school to mess things up’: deconstruction events in a preservice teacher’s field experience. International Journal of Qualitative Studies in Education 31:10, pages 950-970.
Read now
Rachel Roegman. (2018) Seen, unseen, and unforeseen dangers: what a White emerging scholar learned about positionality in research with racially diverse practitioners. International Journal of Qualitative Studies in Education 31:9, pages 836-850.
Read now
James C. Jupp, Theodorea Regina Berry, Amanda Morales & Ann Mogush Mason. (2018) What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences. Teaching Education 29:4, pages 305-317.
Read now
Shannon K. McManimon & Zachary A. Casey. (2018) (Re)beginning and becoming: antiracism and professional development with white practicing teachers. Teaching Education 29:4, pages 395-406.
Read now
Benjamin Blaisdell. (2018) The new one-drop rule: challenging the persistence of white supremacy with in-service teachers. Teaching Education 29:4, pages 330-342.
Read now
Elizabeth A. Kenyon. (2018) Immersed in the struggle: confronting whiteness in a sea of whiteness. Whiteness and Education 3:1, pages 15-31.
Read now
James C. Jupp. (2017) What learning is needed for white teachers’ race-visible teaching? Racialised curriculum recoding of cherished knowledges. Whiteness and Education 2:1, pages 15-31.
Read now

Articles from other publishers (10)

Jane Bolgatz. (2020) Black Parents’ Perspectives on Instruction: Racial Realism at a Predominantly White, Independent, Urban Elementary School. Urban Education 58:8, pages 1687-1714.
Crossref
Eric D. Moffa. (2022) Hard history in hard contexts: Teaching slavery and its legacy in a Neo-Confederate space. The Journal of Social Studies Research 46:4, pages 293-302.
Crossref
Ryan E. Hughes & Pratigya Marhatta. (2023) Disrupting narratives of racial progress: Two preservice elementary teachers’ practices. The Journal of Social Studies Research 46:3, pages 185-208.
Crossref
Rachel Roegman, Joni Kolman, A. Lin Goodwin & Brooke Soles. (2021) Complexity and Transformative Learning: A Review of the Principal and Teacher Preparation Literature on Race. Teachers College Record: The Voice of Scholarship in Education 123:8, pages 202-247.
Crossref
Kevin Russel Magill. (2021) Identity, consciousness, and agency: Critically reflexive social studies praxis and the social relations of teaching. Teaching and Teacher Education 104, pages 103382.
Crossref
Elyse Hambacher & Katherine Ginn. (2020) Race-Visible Teacher Education: A Review of the Literature From 2002 to 2018. Journal of Teacher Education 72:3, pages 329-341.
Crossref
Yonghee Suh, Brian Daugherity & Danielle Hartsfield. (2023) Planning to teach difficult history through historical inquiry: The case of school desegregation. The Journal of Social Studies Research 45:2, pages 71-83.
Crossref
Shira Eve Epstein. (2019) Voices of Ambivalence: White Teachers’ Reflections on Race Talk. The Urban Review 51:3, pages 477-502.
Crossref
James C. Jupp, Alisa Leckie, Nolan L. Cabrera & Jamie Utt. (2019) Race-Evasive White Teacher Identity Studies 1990–2015: What Can We Learn from 25 Years of Research?. Teachers College Record: The Voice of Scholarship in Education 121:1, pages 1-58.
Crossref
Jenna Min Shim. (2018) Co-existence of race-evasiveness and race-visibility identifications: Complexifying one white male teachers’ racial knowledge. Teaching and Teacher Education 70, pages 132-141.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.