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Naming Whiteness in a High School Drama Program: A Youth Participatory Action Research, Theatrical Inquiry into Whiteness

  • Samuel Jaye Tanner
Chapter

Abstract

This chapter considers how students both confirmed and disrupted whiteness as property during a teacher-researcher implementation of second-wave critical whiteness pedagogy. The author relies on narrative scholarship in order to both tell and interpret stories about a yearlong project that used youth participatory action research (YPAR) and playbuilding to guide a group of mostly White 9th to 12th graders through a consideration of whiteness. This chapter especially focuses on ways that students (and adults) interacted with whiteness as property during the project.

Keywords

Critical whiteness studies Critical whiteness pedagogy Playbuilding Youth participatory action research (YPAR) 

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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Samuel Jaye Tanner
    • 1
  1. 1.The Pennsylvania State University in AltoonaAltoonaUSA

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