{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/73363"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/73363","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Is That Racist? One White Family Interrogating Whiteness and Constructing Antiracist Curriculum","abstract":"Despite attempts by white teachers and families to avoid talk about race (Apfelbaum, Paulker, Ambady, Sommers, & Norton, 2008; Bartoli, Michael, Bentley Edwards, Stevenson, Shor, & McClain, 2016; Boutte, López-Robertson, & Powers Costello, 2011; Lesane-Brown, Brown, Tanner-Smith, & Bruce, 2010; Pahlke, Bigler, & Suizzo, 2012; Vittrup & Holden, 2010), children learn race and racism at a young age (Derman-Sparks & Edwards, 2010; Miller, 2015; Park, 2011; Van Ausdale & Feagin, 2001). While there is a limited body of literature on racial socialization in schools (Park, 2011; Priest, Walton, White, Kowal, Baker, & Paradies, 2016; Van Ausdale & Feagin, 2001) and white racial socialization in the home (Bartoli et al., 2016; Miller, 2015; Vittrup & Holden, 2011), this study examines the ways white children come to understand race in the context of an emergent antiracist home curriculum. Using a critical sociocultural orientation, this study employs parent child autoethnography and poetic inquiry to demonstrate how two white children used race words, metaphor, analogy, and political action to construct understandings of race.","abstract_html":"Despite attempts by white teachers and families to avoid talk about race (Apfelbaum, Paulker, Ambady, Sommers, & Norton, 2008; Bartoli, Michael, Bentley Edwards, Stevenson, Shor, & McClain, 2016; Boutte, López-Robertson, & Powers Costello, 2011; Lesane-Brown, Brown, Tanner-Smith, & Bruce, 2010; Pahlke, Bigler, & Suizzo, 2012; Vittrup & Holden, 2010), children learn race and racism at a young age (Derman-Sparks & Edwards, 2010; Miller, 2015; Park, 2011; Van Ausdale & Feagin, 2001). While there is a limited body of literature on racial socialization in schools (Park, 2011; Priest, Walton, White, Kowal, Baker, & Paradies, 2016; Van Ausdale & Feagin, 2001) and white racial socialization in the home (Bartoli et al., 2016; Miller, 2015; Vittrup & Holden, 2011), this study examines the ways white children come to understand race in the context of an emergent antiracist home curriculum. Using a critical sociocultural orientation, this study employs parent child autoethnography and poetic inquiry to demonstrate how two white children used race words, metaphor, analogy, and political action to construct understandings of race.","abstract_has_math":false,"creators":["Thomas, Rhianna Kay"],"institution":"University of Missouri -- Kansas City","degree_name":"Ph.D. (Doctor of Philosophy )","degree_level":"Doctoral","degree_discipline":"Curriculum and Instruction (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Nash, Kindel A. Turner","Strekalova, Ekaterina"],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019","date_published":"2019","updated_at":"2026-07-24T05:19:15Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/73363","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Nash, Kindel A. 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University of Missouri--Kansas City, 2019"]},{"key":"dc:description.abstract","label":"Abstract","values":["Despite attempts by white teachers and families to avoid talk about race (Apfelbaum, Paulker, Ambady, Sommers, & Norton, 2008; Bartoli, Michael, Bentley Edwards, Stevenson, Shor, & McClain, 2016; Boutte, López-Robertson, & Powers Costello, 2011; Lesane-Brown, Brown, Tanner-Smith, & Bruce, 2010; Pahlke, Bigler, & Suizzo, 2012; Vittrup & Holden, 2010), children learn race and racism at a young age (Derman-Sparks & Edwards, 2010; Miller, 2015; Park, 2011; Van Ausdale & Feagin, 2001). While there is a limited body of literature on racial socialization in schools (Park, 2011; Priest, Walton, White, Kowal, Baker, & Paradies, 2016; Van Ausdale & Feagin, 2001) and white racial socialization in the home (Bartoli et al., 2016; Miller, 2015; Vittrup & Holden, 2011), this study examines the ways white children come to understand race in the context of an emergent antiracist home curriculum. Using a critical sociocultural orientation, this study employs parent child autoethnography and poetic inquiry to demonstrate how two white children used race words, metaphor, analogy, and political action to construct understandings of race."]},{"key":"dc:title","label":"Title","values":["Is That Racist? One White Family Interrogating Whiteness and Constructing Antiracist Curriculum"]}]}],"canonical_facts":{"dc:contributor.advisor":["Nash, Kindel A. Turner","Strekalova, Ekaterina"],"dc:creator":["Thomas, Rhianna Kay"],"dc:date.accessioned":["2020-05-14T13:40:02Z"],"dc:date.available":["2020-05-14T13:40:02Z"],"dc:date.issued":["2019"],"dc:description":["Title from PDF of title page viewed May 15, 2020","Dissertation advisors: Kindel Nash and Ekaterina Strekalova-Hughes","Vita","Includes bibliographical references (pages 410-428)","Thesis (Ph.D.)--School of Education. University of Missouri--Kansas City, 2019"],"dc:description.abstract":["Despite attempts by white teachers and families to avoid talk about race (Apfelbaum, Paulker, Ambady, Sommers, & Norton, 2008; Bartoli, Michael, Bentley Edwards, Stevenson, Shor, & McClain, 2016; Boutte, López-Robertson, & Powers Costello, 2011; Lesane-Brown, Brown, Tanner-Smith, & Bruce, 2010; Pahlke, Bigler, & Suizzo, 2012; Vittrup & Holden, 2010), children learn race and racism at a young age (Derman-Sparks & Edwards, 2010; Miller, 2015; Park, 2011; Van Ausdale & Feagin, 2001). While there is a limited body of literature on racial socialization in schools (Park, 2011; Priest, Walton, White, Kowal, Baker, & Paradies, 2016; Van Ausdale & Feagin, 2001) and white racial socialization in the home (Bartoli et al., 2016; Miller, 2015; Vittrup & Holden, 2011), this study examines the ways white children come to understand race in the context of an emergent antiracist home curriculum. Using a critical sociocultural orientation, this study employs parent child autoethnography and poetic inquiry to demonstrate how two white children used race words, metaphor, analogy, and political action to construct understandings of race."],"dc:identifier.uri":["https://hdl.handle.net/10355/73363"],"dc:language.iso":["en_US"],"dc:publisher":["University of Missouri -- Kansas City"],"dc:title":["Is That Racist? One White Family Interrogating Whiteness and Constructing Antiracist Curriculum"],"dc:type":["Thesis"],"thesis:degree_discipline":["Curriculum and Instruction (UMKC)","Educational Leadership, Policy and Foundations (UMKC)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph.D. (Doctor of Philosophy )"],"thesis:institution_name":["University of Missouri--Kansas City"]},"updated_at":"2026-07-24T05:19:15Z"}