Abstract
This essay focuses on the resistance of students situated in positions of privilege in classrooms addressing issues of dominance, identity, and oppression related to race and racism. Examining the psycho/social history of two critical aspects of resistance – defensiveness (related to guilt and shame) and denial – the author draws from both practice and theory to explicate the roots of this resistance and offer specific, effective ways to support students in moving through resistance into responsibility.
Recommended Citation
Okun, Tema J.
(2011)
"The Sound of Fury: Teaching, Tempers, and White Privileged Resistance,"
Catalyst: A Social Justice Forum: Vol. 1
:
Iss.
1
, Article 7.
Available at:
https://trace.tennessee.edu/catalyst/vol1/iss1/7
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Liberal Studies Commons, Teacher Education and Professional Development Commons