Playing with whiteness: toward a second wave of critical whiteness pedagogy

ABSTRACT

This essay relies on methods of narrative research to both present and consider an example of a second-wave of critical whiteness pedagogy in K-12 contexts. The author focuses on his interactions with one high school student – Adam – to theorize how The Whiteness Project allowed students to play with whiteness in generative, disruptive, and often confounding ways that are not afforded by traditional anti-racism pedagogies with white students. This essay considers a potential move toward playfulness, openness, and radical engagement in anti-racist whiteness pedagogies in schools.

KEYWORDS:

• Teacher professionalism
• teacher socialization
• teacher thinking and knowledge
• theories of teaching

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. All references to students and schools have been disguised with pseudonyms.

2. The full text of the play can be found here: http://bit.ly/1EypY0e.

Additional information

Notes on contributors

Samuel Jaye Tanner

Samuel Jaye Tanner is an assistant professor of literacy educationin the Penn State system. His research concerns issues ofimprovisation, literacy, and anti-racist education. Samuel is also acreative writer, and has published two memoirs. Learn more abouthis work on his website: www.samjtanner.com