Whiteness interrupted white teachers and racial identity in predominantly black schools
In Whiteness Interrupted Marcus Bell presents a revealing portrait of white teachers in majority-black schools in which he examines the limitations of understandings of how white racial identity is formed. Through in-depth interviews with dozens of white teachers from a racially segregated, urban sc...
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| 520 | |a In Whiteness Interrupted Marcus Bell presents a revealing portrait of white teachers in majority-black schools in which he examines the limitations of understandings of how white racial identity is formed. Through in-depth interviews with dozens of white teachers from a racially segregated, urban school district in Upstate New York, Bell outlines how whiteness is constructed based on localized interactions and takes a different form in predominantly black spaces. He finds that in response to racial stress in a difficult teaching environment, white teachers conceptualized whiteness as a stigmatized category predicated on white victimization. When discussing race outside majority-black spaces, Bell's subjects characterized American society as postracial, in which race seldom affects outcomes. Conversely, in discussing their experiences within predominantly black spaces, they rejected the idea of white privilege, often angrily, and instead focused on what they saw as the racial privilege of blackness. Throughout, Bell underscores the significance of white victimization narratives in black spaces and their repercussions as the United States becomes a majority-minority society | ||
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Datensatz im Suchindex
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| any_adam_object | |
| author | Bell, Marcus 1983- |
| author_GND | (DE-588)1242937099 |
| author_facet | Bell, Marcus 1983- |
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| author_sort | Bell, Marcus 1983- |
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| dewey-ones | 370 - Education |
| dewey-raw | 370.890973 |
| dewey-search | 370.890973 |
| dewey-sort | 3370.890973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| doi_str_mv | 10.1215/9781478021933 10.1515/9781478021933 |
| format | Electronic eBook |
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| spelling | Bell, Marcus 1983- Verfasser (DE-588)1242937099 aut Whiteness interrupted white teachers and racial identity in predominantly black schools Marcus Bell Durham Duke University Press [2021] © 2021 1 Online-Ressource (258 Seiten) txt rdacontent c rdamedia cr rdacarrier In Whiteness Interrupted Marcus Bell presents a revealing portrait of white teachers in majority-black schools in which he examines the limitations of understandings of how white racial identity is formed. Through in-depth interviews with dozens of white teachers from a racially segregated, urban school district in Upstate New York, Bell outlines how whiteness is constructed based on localized interactions and takes a different form in predominantly black spaces. He finds that in response to racial stress in a difficult teaching environment, white teachers conceptualized whiteness as a stigmatized category predicated on white victimization. When discussing race outside majority-black spaces, Bell's subjects characterized American society as postracial, in which race seldom affects outcomes. Conversely, in discussing their experiences within predominantly black spaces, they rejected the idea of white privilege, often angrily, and instead focused on what they saw as the racial privilege of blackness. Throughout, Bell underscores the significance of white victimization narratives in black spaces and their repercussions as the United States becomes a majority-minority society SOCIAL SCIENCE / Sociology / Urban bisacsh African Americans Crimes against Public opinion Education, Urban United States Racism in education United States Racism United States Public opinion Teachers, White United States Attitudes Teaching Social aspects United States Whites Race identity United States Erscheint auch als Druck-Ausgabe, Hardcover 978-1-4780-1370-9 Erscheint auch als Druck-Ausgabe, Paperback 978-1-4780-1463-8 https://doi.org/10.1215/9781478021933 Verlag URL des Erstveröffentlichers Volltext https://doi.org/10.1515/9781478021933 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Bell, Marcus 1983- Whiteness interrupted white teachers and racial identity in predominantly black schools SOCIAL SCIENCE / Sociology / Urban bisacsh African Americans Crimes against Public opinion Education, Urban United States Racism in education United States Racism United States Public opinion Teachers, White United States Attitudes Teaching Social aspects United States Whites Race identity United States |
| title | Whiteness interrupted white teachers and racial identity in predominantly black schools |
| title_auth | Whiteness interrupted white teachers and racial identity in predominantly black schools |
| title_exact_search | Whiteness interrupted white teachers and racial identity in predominantly black schools |
| title_full | Whiteness interrupted white teachers and racial identity in predominantly black schools Marcus Bell |
| title_fullStr | Whiteness interrupted white teachers and racial identity in predominantly black schools Marcus Bell |
| title_full_unstemmed | Whiteness interrupted white teachers and racial identity in predominantly black schools Marcus Bell |
| title_short | Whiteness interrupted |
| title_sort | whiteness interrupted white teachers and racial identity in predominantly black schools |
| title_sub | white teachers and racial identity in predominantly black schools |
| topic | SOCIAL SCIENCE / Sociology / Urban bisacsh African Americans Crimes against Public opinion Education, Urban United States Racism in education United States Racism United States Public opinion Teachers, White United States Attitudes Teaching Social aspects United States Whites Race identity United States |
| topic_facet | SOCIAL SCIENCE / Sociology / Urban African Americans Crimes against Public opinion Education, Urban United States Racism in education United States Racism United States Public opinion Teachers, White United States Attitudes Teaching Social aspects United States Whites Race identity United States |
| url | https://doi.org/10.1215/9781478021933 https://doi.org/10.1515/9781478021933 |
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