‘There’s no such thing as a clean line’: an award-winning history teacher’s racial ideologies-in-pieces

References

• Applebaum, B. (2017). Comforting discomfort as complicity: White fragility and the pursuit of invulnerability. Hypatia, 32(4), 862–875. https://doi.org/10.1111/hypa.12352
   Web of Science ®Google Scholar
• Au, W., Brown, A. L., & Calderón, D. (2016). Reclaiming the multicultural roots of U.S. curriculum: Communities of color and official knowledge in education. Teachers College Press.
   Google Scholar
• Bonilla-Silva, E. (2003/2014). Racism without racists: Color-blind racism and the persistence of racial inequality in America. Rowman & Littlefield Publishers.
   Google Scholar
• Brown, K. (2011). Teaching K-8 students about race: African Americans, racism, and the struggle for social justice in the U.S. Multicultural Education, 19(1), 9–13.
   Google Scholar
• Butterworth, M. (2021, April 29). WA schools catching up on black history and ethnic studies. Cross Cut. https://crosscut.com/equity/2021/04/wa-schools-catching-black-history-and-ethnic-studies
   Google Scholar
• Castagno, A. E. (2008). ‘I don’t want to hear that!’: Legitimating whiteness through silence in schools. Anthropology & Education Quarterly, 39(3), 314–333. https://doi.org/10.1111/j.1548-1492.2008.00024.x
   Web of Science ®Google Scholar
• Chikkatur, A. (2013). Teaching and learning African American history in a multiracial classroom. Theory & Research in Social Education, 41(4), 514–534. https://doi.org/10.1080/00933104.2013.838740
   Google Scholar
• Crowley, R. M., & Smith, W. (2015). Whiteness and social studies teacher education: Tensions in the pedagogical task. Teaching Education, 26(2), 160–178. https://doi.org/10.1080/10476210.2014.996739
   Web of Science ®Google Scholar
• DiAngelo, R. (2011). White fragility. International Journal of Critical Pedagogy, 3(3), 54–70.
   Google Scholar
• diSessa, A. (1988). Knowledge in Pieces. In G. Forman & P. Pufall (Eds.), Constructivism in the computer age (pp. 49–70). Lawrence Erlbaum Publishers.
   Google Scholar
• Domazalski, K. (2021, November 17). ‘More than a demographic’: The important work of cultivating native teachers. Education Week. https://www.edweek.org/teaching-learning/more-than-a-demographic-the-important-work-of-cultivating-native-teachers/2021/11
   Google Scholar
• Dyer, R. (1997). White. Routledge.
   Google Scholar
• Education Week Research Center. (2020 September, 25). Anti-racist teachers: What educators really think. Special Report: Big Ideas for Confronting Racism in Education. Retrieved October 6, 2020, from https://www.edweek.org/ew/articles/2020/09/25/anti-racist-teaching-what-educators-really-think.html.
   Google Scholar
• Fairclough, N. (1989). Language and power. Longman.
   Google Scholar
• Fairclough, N. (1992). Discourse and social change. Polity Press.
   Google Scholar
• Fensterwald, J. (2021, October 8). California becomes first state to require ethnic studies in high school. Ed Source. https://edsource.org/2021/california-becomes-first-state-to-require-ethnic-studies-in-high-school/662219
   Google Scholar
• Gerrard, J., Sriprakash, A., & Rudolph, S. (2022). Education and racial capitalism. Race Ethnicity and Education, 25(3), 425–442. https://doi.org/10.1080/13613324.2021.2001449
   Web of Science ®Google Scholar
• Hall, S. (1987/2022). The Whites of Their Eyes: Racist Ideologies and the Media. In P. Gilroy & R. W. Gilmore ( 2021). Selected writings on race and difference. Duke University Press.
   Google Scholar
• Hall, S. (1996). The problem of ideology: Marxism without guarantees. In D. Morley & K. Chen (Eds.), Stuart Hall: Critical dialogues in cultural studies (pp. 25–46). Routledge.
   Google Scholar
• Haney Lopez, I. F. (1995). The social construction of race. (R. Delgado, Ed.). Temple University.
   Google Scholar
• Harris, C. (1995). Whiteness as property. In K. Crenshaw, N. Gotanda, G. Peller, & K. Thomas (Eds.), Critical race theory (pp. 276–291). The New Press.
   Google Scholar
• Hawkman, A. M. (2020). Swimming in and through whiteness: Antiracism in social studies teacher education. Theory & Research in Social Education, 48(3), 403–430. https://doi.org/10.1080/00933104.2020.1724578
   Web of Science ®Google Scholar
• Hill, J. (2008). The everyday language of White racism. Wiley-Blackwell.
   Google Scholar
• King, L. J. (2014). Learning other people’s history: Pre-service teachers’ developing African American historical knowledge. Teaching Education, 25(4), 427–456. https://doi.org/10.1080/10476210.2014.926881
   Google Scholar
• King, L. J. (2018). Interpreting Black history: Toward a Black history framework for teacher education. Urban Education, 54(3), 1–29. https://doi.org/10.1177/0042085918756716
   Web of Science ®Google Scholar
• King, L. J., & Chandler, P. T. (2016). From non-racism to anti-racism in social studies teacher education: Social studies and racial pedagogical content knowledge. In A. Crowe & A. Cuenca (Eds.), Rethinking social studies teacher education in the twenty-first century (pp. 3–21). Springer.
   Google Scholar
• Lensmire, T., McManimon, S., Tierney, J., Lee-Nichols, M., Casey, Z., Lensmire, A., & Davis, B. (2013). McIntosh as synecdoche: How teacher education’s focus on white privilege undermines antiracism. Harvard Educational Review, 83(3), 410–431. https://doi.org/10.17763/haer.83.3.35054h14l8230574
   Web of Science ®Google Scholar
• Leonardo, Z. (2004). The color of supremacy: Beyond the discourse of “white privilege. Educational Philosophy and Theory, 36(2), 137–152. https://doi.org/10.1111/j.1469-5812.2004.00057.x
   Google Scholar
• Leonardo, Z., & Zembylas, M. (2013). Whiteness as technology of affect: Implications for educational praxis. Equity & Excellence in Education, 46(1), 150–165. https://doi.org/10.1080/10665684.2013.750539
   Google Scholar
• Lipsitz, G. (2006). The possessive investment in whiteness: How white people profit from identity politics (2nd ed.). Temple University.
   Google Scholar
• Massey, D., & Denton, N. (1993). American apartheid. Harvard University Press.
   Google Scholar
• Mills, C. W. (2007). White ignorance. In S. Sullivan & N. Tuana (Eds.), Race and epistemologies of ignorance (pp. 11–38). SUNY.
   Google Scholar
• Philip, T. M. (2011). An “ideology in pieces” approach to studying change in teachers’ sensemaking about race, racism, and racial justice. Cognition and Instruction, 29(3), 297–329. https://doi.org/10.1080/07370008.2011.583369
   Web of Science ®Google Scholar
• Picower, B. (2009). The unexamined Whiteness of teaching: How White teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197–215. https://doi.org/10.1080/13613320902995475
   Web of Science ®Google Scholar
• Reisman, A., Emunah, L., & Lightning, J. (2020). Interpretive frames for responding to racially stressful moments in history discussions. Theory & Research in Social Education, 48(3), 321–345. https://doi.org/10.1080/00933104.2020.1718569
   Web of Science ®Google Scholar
• Rothstein, R. (2017). The color of law : A forgotten history of how our government segregated America. Liveright Publishing Corporation a division of W.W. Norton & Company.
   Google Scholar
• Schwartz, S. (2022, July 15). Map: Where critical race theory is under attack. Education Week. https://www.edweek.org/policy-politics/map-where-critical-race-theory-is-under-attack/2021/06
   Google Scholar
• Thornton, S. J. (1991). Teacher as curricular-instructional gatekeeper in social studies. In J. P. Shaver (Ed.), Handbook of research in social studies teaching and learning (pp. 237–248). Macmillan.
   Google Scholar
• Washington, E. Y., & Humphries, E. K. (2011). A social studies teacher’s sense making of controversial issues discussions of race in a predominantly white, rural high school classroom. Theory & Research in Social Education, 39(1), 92–114. https://doi.org/10.1080/00933104.2011.10473448
   Google Scholar
• Wills, J. (2001). Missing in interaction: Diversity, narrative, and critical multicultural social studies. Theory & Research in Social Education, 29(1), 43–64. https://doi.org/10.1080/00933104.2001.10505929
   Google Scholar
• Wills, J. (2019). “Daniel was racist”: Individualizing racism when teaching about the civil rights movement. Theory & Research in Social Education, 47(3), 396–425. https://doi.org/10.1080/00933104.2019.1583620
   Google Scholar
• Winkler, E. (2012). Learning race, learning place: Shaping racial identities and ideas in African American childhoods. Rutgers University Press.
   Google Scholar
• Woods, P. (1996). Researching the art of teaching: ethnography for educational use. Routledge.
   Google Scholar
• Young, A. (2008). White ethnographers on the experiences of African American men: Then and now. In T. Zuberi & E. Bonilla-Silva (Eds.), White logic, white methods: Racism and methodology (pp. 179–200). Rowman and Littlefield Publishers, In.
   Google Scholar