This article explores the struggle to transport an ethos of white antiracism across different racial climates within two university contexts. The author analyzes the influence that students' home rhetorics of racism and their conceptualizations about “progressive” white identity have in (de)constructing a teacher's credibility to discuss racial identity and racisms in the classroom.
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Amanda Wray; Race, Region, and Ethos: One Teacher's Story of Racism in Two Classrooms. Pedagogy 1 January 2017; 17 (1): 59–76. doi: https://doi.org/10.1215/15314200-3658446
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