Event Title
Lightning Round: No Place Like Home? Reconceptualizing Whiteness as Place / Space Within Teacher Education
Location
Moakley Auditorium
Start Time
9-5-2018 2:50 PM
End Time
9-5-2018 4:00 PM
Description
Based on a recently-published book chapter (Critical Multicultural Perspectives on Whiteness, Springer, 2018), I will re-theorize Whiteness via an application of geography theory to White racial identity development. Pointing out the ways in which critical Whiteness theory has emphasized the spatial qualities of Whiteness and furthered a space/place split, I argue that a dialectic of Whiteness as place/space acknowledges the common oppressive qualities of Whiteness while at the same time exploring the unique constructions of Whiteness for White teacher educators, which I call “placelings.” I will briefly summarize a case study from my ethnographic research as an example of how the place/space dialectic re-theorizes Whiteness and offers a new way forward in White teacher education, one that re-positions White learners as active, engaged, and capable of antiracist identity construction.
Lightning Round: No Place Like Home? Reconceptualizing Whiteness as Place / Space Within Teacher Education
Moakley Auditorium
Based on a recently-published book chapter (Critical Multicultural Perspectives on Whiteness, Springer, 2018), I will re-theorize Whiteness via an application of geography theory to White racial identity development. Pointing out the ways in which critical Whiteness theory has emphasized the spatial qualities of Whiteness and furthered a space/place split, I argue that a dialectic of Whiteness as place/space acknowledges the common oppressive qualities of Whiteness while at the same time exploring the unique constructions of Whiteness for White teacher educators, which I call “placelings.” I will briefly summarize a case study from my ethnographic research as an example of how the place/space dialectic re-theorizes Whiteness and offers a new way forward in White teacher education, one that re-positions White learners as active, engaged, and capable of antiracist identity construction.