Harvard Educational Review
  1. Summer 1997 Issue »

    Learning in the Dark

    How Assumptions of Whiteness Shap Classroom Knowledge

    Frances A. Maher, Mary Kay Thompson Tetreault
    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.

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    Summer 1997 Issue

    Abstracts

    Ethnicity and Education Forum
    What Difference Does Difference Make?
    HER Board
    Between Nationality and Class
    Stanley Aronowitz
    Latino Studies
    New Contexts, New Concepts
    Juan Flores
    Dancing with Bigotry
    The Poisoning of Racial and Ethnic Identities
    Lilia I. Bartolome, Donaldo P. Macedo
    Communities of Difference
    A Critical Look at Desegregated Spaces Created for and by Youth
    Michelle Fine, Lois Weis, Linda C. Powell
    Rewriting the Discourse of Racial Identity
    Towards a Pedagogy and Politics of Whiteness
    Henry A. Giroux
    Learning in the Dark
    How Assumptions of Whiteness Shap Classroom Knowledge
    Frances A. Maher, Mary Kay Thompson Tetreault

    Book Notes

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