Is That Racist? One White Family Interrogating Whiteness and Constructing Antiracist Curriculum

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.

Name thesis:degree_name

Ph.D. (Doctor of Philosophy )

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction (UMKC)

Grantor dc:publisher

University of Missouri -- Kansas City

Year dc:date.issued

2019

Author dc:creator

• Thomas, Rhianna Kay

Advisors dc:contributor.advisor

• Nash, Kindel A. Turner
• Strekalova, Ekaterina

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/10355/73363

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/73363