Description

Book Synopsis

This book theorizes and describes the concept of transformative critical whiteness pedagogies that are rooted in theories and practices of improvisation. It shows how these pedagogies invite people, especially white people, into the urgent work of resisting the ongoing production and affirmation of white supremacy.

Using the frameworks of storytelling and story analysis, this book uses narrative to invite the reader into ongoing work to design and make sense of teaching and learning about whiteness that would meaningfully account for a grapple with white supremacy. Chapter 1 offers the conceptual framework rooted in theories and practices of improvisation that allow for new ways to think about engaging whiteness in anti-racist pedagogies, which the authors name transformative critical whiteness pedagogies. Chapters 24 tell and analyze the stories that emerged out of this work to design and facilitate transformative critical whiteness pedagogies with white elementary students,

Storytelling and Improvisation as AntiRacist

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    Order before 4pm today for delivery by Tue 30 Jun 2026.

    A Paperback by Erin T. Miller

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      Publisher: Taylor & Francis Ltd
      Publication Date: 1/16/2024
      ISBN13: 9781032647210, 978-1032647210
      ISBN10: 1032647213
      Also in:
      Teacher training

      Description

      Book Synopsis

      This book theorizes and describes the concept of transformative critical whiteness pedagogies that are rooted in theories and practices of improvisation. It shows how these pedagogies invite people, especially white people, into the urgent work of resisting the ongoing production and affirmation of white supremacy.

      Using the frameworks of storytelling and story analysis, this book uses narrative to invite the reader into ongoing work to design and make sense of teaching and learning about whiteness that would meaningfully account for a grapple with white supremacy. Chapter 1 offers the conceptual framework rooted in theories and practices of improvisation that allow for new ways to think about engaging whiteness in anti-racist pedagogies, which the authors name transformative critical whiteness pedagogies. Chapters 24 tell and analyze the stories that emerged out of this work to design and facilitate transformative critical whiteness pedagogies with white elementary students,

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