Whiteness and antiracist pedagogy: a critical discourse analysis of two trans* educators’ classroom experiences

finn j. schneider, Z. Nicolazzo

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

This study employs critical discourse analysis to understand how two white and trans* postsecondary teachers make sense of ourselves as racialised actors who attempt to utilise critical pedagogy in our classrooms. Our discourse of whiteness was co-constituted with discourses of trans*ness and resisting trans* oppression. Analysis highlighted the relevance of our minoritised gender identities to our race-talk, offering important considerations for imagining news ways to disrupt white supremacy. Specifically, taking up whiteness not as an essentialised, single-axis notion, but as co-entangled with other identity and power formations elucidates how white educators can continue to invest in antiracist pedagogical practice.

Original languageEnglish (US)
Pages (from-to)147-166
Number of pages20
JournalWhiteness and Education
Volume5
Issue number2
DOIs
StatePublished - 2020

Keywords

  • antiracist pedagogy
  • gender
  • postsecondary education
  • transgender
  • Whiteness

ASJC Scopus subject areas

  • Cultural Studies
  • Education
  • Demography

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