Critical race theory has long relied on metaphors of perception to further its critiques of white hegemonic power. However, such criticism often depends on a paradoxical logic that silences white students in classroom discussions of race. This essay suggests the dominant pedagogical approach to whiteness is obsolete, calling for new inclusive strategies to break the rhetorical stalemate.
Adam Ellwanger; No Exit: White Speech and Silence in Classroom Conversations on Race. Pedagogy 1 January 2017; 17 (1): 35–58. doi: https://doi.org/10.1215/15314200-3658382
Download citation file: