Being a Good Teacher of Black Students? White Teachers and Unintentional Racism

Abstract

This ethnographic study describes the roles adopted by four White teachers in the United States during and after they participated in a seminar on teaching antiracism with colleagues at the Woodson Elementary School, the only African American neighborhood school in a small Midwestern city. Each of these teachers self‐identified as a good teacher and identified a central metaphor by which she understood her role as a teacher of Black students. By examining the roles and related practices of these teachers, I highlight the disconnect between what researchers have identified as good practices for teaching students of color and how these teachers understand themselves as good teachers. I describe how the roles that each of these four teachers adopted relate to the perpetuation of Whiteness and how such a relation is embedded in their everyday teaching practices and might function to sustain racist practice and ideology in the schooling of students of color. Findings suggest that the ways that these teachers understood their roles as teachers of Black students are intimately linked to how closely their practice represented what is known as culturally relevant pedagogy.

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