Complicity, responsibility and authorization: A praxis of critical questioning for White literacy educators

Abstract

Purpose

Discourses of racism have always circulated within US classrooms and, in the current sociopolitical climate, they move with a renewed sense of legitimacy, entitlement and violence. This paper aims to engage the consequences of these shifts for the ways that racism works in university-based classrooms and, more specifically, through the authors’ own teaching as White language and literacy educators.

Design/methodology/approach

This teacher narrative reconceptualizes moments of racialized violence in the courses, as constructed via circulating discourses of racism. The authors draw attention to the ways that we, as White educators, authorize and are complicit in this violence.

Findings

This paper explicates a praxis of questioning, developed through efforts to reflect on our complicity in and responsibility for racial violence in our classrooms. The authors offer this praxis of questioning to other White language and literacy teachers as a heuristic for sensemaking with regard to racism in classrooms.

Originality/value

The authors situate this paper within a broader struggle to engage themselves and other White educators in work for racial justice and invite others to take up this praxis of questioning as an initial step toward examining the authors’ complicity in – and authorization of – discourses of racism.

Citation

Daniels, J.R. and Hebard, H. (2018), "Complicity, responsibility and authorization: A praxis of critical questioning for White literacy educators", English Teaching: Practice & Critique, Vol. 17 No. 1, pp. 16-27. https://doi.org/10.1108/ETPC-05-2017-0073