Abstract
The purpose of this article is to critically examine how white higher education instructors work through the tensions of dread and hope while supporting and preparing educators during the Trump Administration. Dread is a result of the permanence of racism while hope seeps through a collective effort and commitment to dismantling white supremacy. Aronson is racialized as a white, ethnically Latina female teacher educator who educates predominantly white female pre-service teachers and Ashlee is a white male doctoral candidate who teaches master’s level student affairs courses to predominantly white students. Using critical autoethnographic narratives, they reflect on their experiences using Critical Whiteness Studies (CWS) in the classroom. CWS provides a theoretical lens that can help both students and instructors to grow in their racial critical consciousness. The authors argue that through the tensions of dread and hope, white educators can find spaces for personal growth and reflection in teaching future educators.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Aaronson, B. & Ashlee, K. (2018). Holding onto dread and hope: The need for critical whiteness studies in education as resistance in the Trump Era. Journal of Critical Scholarship on Higher Education and Student Affairs, 3(3), 50-61.
Photos
JCSHESA_Trump and Whiteness_Final.docx (92 kB)
Updated Manuscript 10.18.17
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons