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Speaking of whiteness

    A student raising their hand, seen from the back

    compromise as a purposeful pedagogical strategy toward white students’ learning about race
    Journal Teaching in Higher Education
    Laurel Puchner
    Donyell L. Roseboro
    May, 2011

    This article discusses pedagogical issues that arise in higher education when instructors of color teach classes with predominantly white students. We use student interview data collected during one graduate social foundations of education course to argue that in order to be effective, pedagogical decisions in a foundations course centered on race necessitate certain compromises in terms of power. To open up spaces of dialogic possibility for the discussion and understanding of white privilege, the authors suggest that instructors engage in a pedagogy of purposeful compromise.

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