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Journal of Teacher Education, Vol. 59, No. 1, 40-54 (2008)
DOI: 10.1177/0022487107310751

"Things Get Glossed Over"

Rearticulating the Silencing Power of Whiteness in Education

Victoria S. Haviland

University of Michigan

This article investigates the ways that White teachers approach issues of race, racism, and White supremacy in White-dominated educational settings. Drawing from data from a yearlong qualitative research study, the article uses discourse analysis, critical studies of Whiteness, and feminist theory to detail 15 rhetorical, behavioral, analytical, and interactional strategies that participants used to insulate themselves from implication in social inequality. The article demonstrates how participation in these strategies stymied attempts at transformative multicultural education and thus functioned to reproduce, rather than challenge, the status quo of educational and social inequality.

Key Words: Whiteness • discourse analysis • secondary education • race


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