In this article, Frances Maher and Mary Kay Thompson Tetreault revisit data presented in their book, The Feminist Classroom. In the book, they located their analysis in a traditionally feminist position of marginality, where they saw themselves allied with women of color in resisting a patriarchal academy. Subsequent discussions with colleagues and the proliferation of literature on Whiteness led them to realize that their own Whiteness, and the effects of Whiteness itself, remained uninterrogated in their original work. In this reanalysis of data from their book, they examine how assumptions of Whiteness shape the construction of knowledge as it is produced and resisted in the classroom. Drawing on classroom and interview data, they investigate how students' constructions of gender, class, ethnicity, and race are informed by unacknowledged assumptions of Whiteness.
Learning in the Dark: How Assumptions of Whiteness Shape Classroom Knowledge
- Views Icon Views
- Share Icon Share
- Search Site
Frances Maher, Mary Kay Thompson Tetreault; Learning in the Dark: How Assumptions of Whiteness Shape Classroom Knowledge. Harvard Educational Review 1 July 1997; 67 (2): 321–350. doi: https://doi.org/10.17763/haer.67.2.j7866368086k9491
Download citation file: