This article features pushback as a rhetorical and ethical pedagogical posture for engaging whiteness in the tight space of the university elevator. In addition, it outlines how the racialized space of the historically white institutions renders the ways faculty women of color such as myself exercise pedagogical care and teacherly ethos.
pushback, elevator, ethos, critical pedagogy, whiteness, faculty women of color, color-blind rhetoric, historically white institution, black female professor, microaggression
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© 2017 by Duke University Press
2017
Issue Section:
Cluster on Race in the English Studies Classroom
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