Abstract

Critical race theory has long relied on metaphors of perception to further its critiques of white hegemonic power. However, such criticism often depends on a paradoxical logic that silences white students in classroom discussions of race. This essay suggests the dominant pedagogical approach to whiteness is obsolete, calling for new inclusive strategies to break the rhetorical stalemate.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 35-58
Launched on MUSE
2016-12-15
Open Access
No
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