Speaking the Unspeakable: The Role of Speech in a Pedagogy of Critical Whiteness

Autor/in	Kitts, Hope
Titel	Speaking the Unspeakable: The Role of Speech in a Pedagogy of Critical Whiteness
Quelle	In: Whiteness and Education, 3 (2018) 1, S.76-89 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kitts, Hope)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-3406
DOI	10.1080/23793406.2017.1423243
Schlagwörter	Speech Communication; Role; Whites; Racism; Persuasive Discourse; Consciousness Raising; Race; Psychological Patterns; Cultural Awareness; Racial Identification + Suchen Sie Ihr Suchwort? Rollen; White; Weißer; Rassismus; Persuasion; Persuasive Kommunikation; Bewusstseinsbildung; Rasse; Abstammung; Cultural identity; Kulturelle Identität
Abstract	Building on the call to racialise Vygotsky's sociocultural theory of development, this paper examines the role of speech in the development of counter-hegemonic white identity. Through a Vygotskian lens, I argue that naming racism as white supremacy, valuing emotion as knowledge, preparing for discomfort, and designing increased opportunities for student discourse on the subject of race advances students' and teachers' critical race consciousness, and provides an initial framework for deconstructing hegemonic white identity. I argue that Vygotsky's understanding of the unity of speech and thinking, contribute to a pedagogy of critical whiteness, and function foundationally, transculturally and cognitively. While the role of speech and theory of discomfort are formative of critical race consciousness, they are not a panacea, but potentially keys to unlock other possibilities of enacting white identity as a student and as an educator in the context of schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01