Abstract

This article explores the struggle to transport an ethos of white antiracism across different racial climates within two university contexts. The author analyzes the influence that students’ home rhetorics of racism and their conceptualizations about “progressive” white identity have in (de)constructing a teacher’s credibility to discuss racial identity and racisms in the classroom.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 59-76
Launched on MUSE
2016-12-15
Open Access
No
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