Pre‐service teachers and the re‐inscription of whiteness: Disrupting dominant cultural codes through textual analysis

Abstract

This paper draws from theorists in critical pedagogy and cultural studies in order to name and then trace the re‐inscription and circulation of normative whiteness in geographically isolated rural communities. The paper examines a particular rural Canadian maritime community where my role as teacher‐educator and my commitment to developing reflexive teacher practice brought me face‐to‐face with the “perpetual pedagogy” of a media‐saturated and electronically connected North America. The paper contains a textual analysis of specific cultural hip‐hop texts, theoretical reflections on the relevant research regarding whiteness, and an auto‐ethnographic framing that recounts my own participation as a teacher‐educator in the context.

Notes

* Faculty of Education, University of Prince Edward Island, 550 University Avenue, Charlottetown, PE, Canada, C1A 4P3. Email: [email protected]

Additional information

Notes on contributors

Elizabeth de Freitas *

* Faculty of Education, University of Prince Edward Island, 550 University Avenue, Charlottetown, PE, Canada, C1A 4P3. Email: [email protected]