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.

racism in the classroom, rhetorics of racism, antiracism pedagogy, white identity
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© 2017 by Duke University Press
2017
Issue Section:
Cluster on Race in the English Studies Classroom
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