A nice white lady”

Critical whiteness studies, teacher education, and city schools

Bibliographic Data

ID12214813
AuthorsBoni Wozolek (0000-0003-4226-1439, Penn State University, Abington College, Abington, PA, USA, corresponding author), Ameena Atif (Penn State University, Abington College, Abington, PA, USA)
Year2022
Volume35
Issue7
Pages755-763
Publication date2022-04-12
Open AccessNo
TypeARTICLE
VenueInternational Journal of Qualitative Studies in Education (JOURNAL)
Journal identifiersISSN: 0951-8398 • E-ISSN: 1366-5898
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09518398.2022.2061627
OpenAlexW4223582292
LanguageEN
Citations received5
References cited19

Critical Whiteness Studies (CWS) can be a significant tool to dismantle white supremacy in educational contexts. However, the authors argue that without attending to the forms of curriculum as they are entangled across systems of schooling, CWS can reinscribe the very forms of whiteness it seeks to disrupt. Identifying as a queer, Brown assistant professor of education and a Black undergraduate student who recently finished her studies, this paper uses a duo-ethnographic approach to examine what the authors call an “enacted curriculum of whiteness.” Through their respective narratives, the authors explore how students and faculty bracketed CWS, often identifying CWS as a part of the formal curriculum while using the enacted curriculum to defend and maintain normalized racism. The authors argue that alongside CWS in teacher preparation, an emphasis on curriculum studies is critical to resisting the “nice white lady” phenomenon that often infects teacher preparation and, eventually, K-12 schools

Art · Critical race theory · Critical theory · Curriculum · Epistemology · Ethnography · Narrative · Nice · Pedagogy · Phenomenon · Political science · Racism · Sociology · White (mutation · White supremacy · Critical and Liberation Pedagogy · Critical Race Theory in Education · Gender Studies · Law · Teacher Education and Leadership Studies

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