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Abstract
While White women continue to dominate the American teaching force, the student population becomes more racially diverse. Teachers' White racial identity permits the preservation of structures in education that privilege Whites while marginalizing and oppressing people of color, specifically students. Teachers' White racial identity is especially problematic within World History classrooms, where the hidden curriculum of whiteness manifests in a Eurocentric perspective of history. Research has primarily focused on the impact of whiteness on teaching practices and interactions with students but has neglected to consider other public school spaces.
The purpose of this critical autoethnography was to explore the ways whiteness influences on an active White teacher's ontology, epistemology, and praxis in public school spaces. Additionally, it considered the impact of World History standards on a White teacher's practices and relationships. Three research questions guided this study: (1) In what ways has my whiteness influenced my teaching practices, professional relationships, and interactions with students? (2) How might reflective teacher journaling be a useful practice in decentering whiteness in racially diverse classrooms? (3) How does whiteness function as a part of the hidden curriculum in a World History classroom?
The researcher, a classroom teacher, gathered data from four-years of personal journals, lesson plans, electronic communications with colleagues, and syllabi from doctoral coursework. The researcher categorized each journal entry and corresponding data using Helms' (1995) White racial identity development model. Data analysis revealed over four years, the teacher-researcher developed a race-conscious White teacher identity through critical reflection and exposure to Critical Race Theory but struggled to routinely address her White privilege and decenter whiteness in public school spaces. Interpretations present a complex and nuanced portrait of a White teacher who grapples with understanding the impact of her White racial identity on her teaching practices, professional relationships, and interactions with students. The manifestation of whiteness in these public school spaces points to areas where White teachers could work to decenter whiteness through anti-racist practices in the World History classroom and critical reflection.
The purpose of this critical autoethnography was to explore the ways whiteness influences on an active White teacher's ontology, epistemology, and praxis in public school spaces. Additionally, it considered the impact of World History standards on a White teacher's practices and relationships. Three research questions guided this study: (1) In what ways has my whiteness influenced my teaching practices, professional relationships, and interactions with students? (2) How might reflective teacher journaling be a useful practice in decentering whiteness in racially diverse classrooms? (3) How does whiteness function as a part of the hidden curriculum in a World History classroom?
The researcher, a classroom teacher, gathered data from four-years of personal journals, lesson plans, electronic communications with colleagues, and syllabi from doctoral coursework. The researcher categorized each journal entry and corresponding data using Helms' (1995) White racial identity development model. Data analysis revealed over four years, the teacher-researcher developed a race-conscious White teacher identity through critical reflection and exposure to Critical Race Theory but struggled to routinely address her White privilege and decenter whiteness in public school spaces. Interpretations present a complex and nuanced portrait of a White teacher who grapples with understanding the impact of her White racial identity on her teaching practices, professional relationships, and interactions with students. The manifestation of whiteness in these public school spaces points to areas where White teachers could work to decenter whiteness through anti-racist practices in the World History classroom and critical reflection.