Teaching Critical Whiteness Theory: What College and University Teachers Need to Know

Dana Nichols

Abstract


Teaching critical whiteness theory in a college setting offers a range of opportunities and challenges.  This article undertakes to provide concrete strategies for building on powerful learning experiences and planning to productively deal with challenges.  There are four major factors that contribute to a successful course in critical whiteness theory:  understanding the assumptions white students bring with them to the course, clearly articulating the major goals of critical whiteness pedagogy, preparing for some of the potential pitfalls of critical whiteness theory courses, and devising strategies to help white students engage with critiques of whiteness.  Using recent scholarship on critical whiteness pedagogy, this article offers teachers tools and strategies to help their students begin the engaging work of interrogating whiteness. 

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UDP journal is a project of the annual White Privilege Conference, a program of the Matrix Center for the Advancement of Social Equity and Inclusion at the University of Colorado at Colorado Springs (UCCS).

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