Undoing Whiteness in the Classroom: Critical Educultural Teaching Approaches for Social Justice Activism

Anderson,Helen

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Undoing Whiteness in the Classroom: Critical Educultural Teaching Approaches for Social Justice Activism

reviewed by Helen Anderson - August 25, 2008

Title: Undoing Whiteness in the Classroom: Critical Educultural Teaching Approaches for Social Justice Activism
Author(s): Virginia Lea and Erma Jean Sims (Eds.)
Publisher: Peter Lang Publishing, New York
ISBN: 0820497126, Pages: 276, Year: 2008
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With the power to evoke profound emotion, to invite dialogue and imagination, as well as to inspire critical reflection, art can function as a highly effective tool for social change. This is the premise of Undoing Whiteness in the Classroom: Critical Educultural Teaching Approaches for Social Justice Activism, edited by Virginia Lea and Erma Jean Sims. The essays in this collection draw attention to the richness of pedagogical possibilities opened up to anti-racism educators and educators for social justice through art. This book provides scholars and educators with a wealth of strategies for employing various art forms to engage students in critical thought and action in response to systemic injustice, particularly in regard to racism and hegemonic whiteness. As defined by V. Lea and E. J. Sims, hegemonic whiteness is: “...[T]he economic, social, cultural, and symbolic practices by which white, upper-middle class people, who are mostly men, continue to hold,... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: August 25, 2008
https://www.tcrecord.org ID Number: 15350, Date Accessed: 1/18/2021 11:51:33 PM

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About the Author
Helen Anderson Ontario Institute for Studies in Education, University of Toronto E-mail Author HELEN ANDERSON is a Ph.D. candidate in Philosophy of Education at the Ontario Institute for Studies in Education/University of Toronto. Her research interests include Critical Race Theory, post-colonial as well as post-modern literary theory, feminist epistemology, and art education. She is currently working on a dissertation entitled Mastering the Story/Storying the Master: Philosophy of Education Discourse and Empire. Her most recent publications are: �Performing Philosophy of Education �Whitely�: Reliable Narration as Racialized Practice,� forthcoming in Philosophy of Education 2008, ed. Ron Glass (Urbana, IL: Philosophy of Education Society) and �Learning (& Leaving) the Comforts of Home: A Radical Pedagogy of Homeplace,� in Philosophy of Education 2007, ed. Barbara Stengel (Urbana, IL: Philosophy of Education Society).

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