Papers by Cheryl E Matias
This article looks at the counter-pedagogical processes that may disrupt how children learn abou... more This article looks at the counter-pedagogical processes that may disrupt how children learn about race by positing a pedagogical process called Critical Race Parenting. By drawing upon counterstories of parenting I posit how Critical Race Parenting (CRP) becomes an educational praxis that can engage both parent and child in a mutual process of teaching and learning about race, especially ones that debunk dominant messages about race. And, in doing so, both parents and children have a deeper commitment to racial realism that does not allow for colorblind rhetoric to reign supreme.
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Berkeley Review of Education, 2013
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Social Identities, 2015
In the context of the United States, mainstream entertainment genres continue to recycle dominant... more In the context of the United States, mainstream entertainment genres continue to recycle dominant racial ideologies typified by the perspectives of white men. American minstrelsy, literature, and film are key sites for whiteness to manifest itself in the design and projection of online personae via white avatars. These projections of whiteness also reify the US racial structure, one that subjects the perspectives of people of color to misrepresentation and further racial marginalization. This theoretical interpretative article employs Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) to investigate how these projections of whiteness are historically rooted and have evolved in the postracial era. Using popular virtual gaming and social media examples, this paper critically deconstructs how the creation of white personae via avatars maintains and justifies the hegemonic power of whiteness.
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Educational Philosophy and Theory, 2015
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Despite efforts to redesign an urban teacher education program for social justice and equity, fac... more Despite efforts to redesign an urban teacher education program for social justice and equity, faculty became aware of racialized issues Teacher Candidates of Color faced in the program. Therefore, this study examined the perspectives of teacher candidates to learn about how race is impacting teaching and learning for pre-service teachers. Overall, we discovered the dominant narratives, often called majoritarian stories (Love, 2004), were extremely difficult to disrupt and essentially remained largely intact for teacher candidates in our program. In addition, we found that majoritarian stories helped to maintain a level of superficiality for teacher candidates regarding issues of race. For this reason, we argue that there is a need to "Push it real good!" using Critical Whiteness to engage in deeper level work with teacher candidates in order to help develop strong teacher activists with the skills, dispositions, and knowledge necessary to substantially disrupt the inequita...
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Equity & Excellence in Education, 2014
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Race Ethnicity and Education, 2014
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Because of the changing nature of race the role of antiracist teaching is a
forever-evolving proc... more Because of the changing nature of race the role of antiracist teaching is a
forever-evolving process. Acknowledging that the majority of the U.S. teaching
force, from K-12 to teacher education in institutions of higher education, are white
middle-class females, it becomes imperative to unveil pedagogical applications of
critical whiteness studies. Unwillingness to do so maintains the recycled nature of
the hegemonic whiteness that dominates the field of education. This reflective paper
examines the implemented pedagogies of a teacher education diversity course which
begin to break down the whiteness ideology embedded in teacher candidates (i.e.,
pre-service teachers). Although the course’s application of critical whiteness studies
was in no way complete, it framed a pedagogical strategy for self-interrogation of
whiteness, one that can be implemented in other teacher education courses across
the nation. Adding to the existing field of research, this paper provides concrete
teaching strategies about how to employ critical whiteness studies in teacher education,
and examines the implications of such pedagogies in relation to the roles of
racial justice and antiracist teaching. By including feedback from teacher candidates
themselves, this paper demonstrates how effective the pedagogies were in preparing
a majority of white female teacher candidates for urban teaching.
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Although Critical Race Theory (CRT) has been applied to teacher education, it has yet to be meani... more Although Critical Race Theory (CRT) has been applied to teacher education, it has yet to be meaningfully
integrated into the core of urban teacher education programs. The reticence to embrace CRT is
largely due to the overwhelming presence ofWhiteness, despite Sleeter’s (2001) demand for diversification.
This theoretically interpretative article employs CRT’s methodology of counterstorytelling to
interrogate how Whiteness manifests itself in emotional ways, like fetishism and sentimentalization,
and how such emotions are the root of resistance toward CRT in teacher education. Drawing from
Black feminism and Critical Whiteness Studies, we utilize emotionally-based theories to illustrate the
importance of CRT in teacher education, to identify barriers to CRT, and to recommend how teacher
education can more genuinely reinvest in antiracism.
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Papers by Cheryl E Matias
http://www.amazon.com/Feeling-White-Whiteness-Emotionality-Education/dp/9463004483/ref=sr_1_1?ie=UTF8&qid=1456322566&sr=8-1&keywords=cheryl+matias
forever-evolving process. Acknowledging that the majority of the U.S. teaching
force, from K-12 to teacher education in institutions of higher education, are white
middle-class females, it becomes imperative to unveil pedagogical applications of
critical whiteness studies. Unwillingness to do so maintains the recycled nature of
the hegemonic whiteness that dominates the field of education. This reflective paper
examines the implemented pedagogies of a teacher education diversity course which
begin to break down the whiteness ideology embedded in teacher candidates (i.e.,
pre-service teachers). Although the course’s application of critical whiteness studies
was in no way complete, it framed a pedagogical strategy for self-interrogation of
whiteness, one that can be implemented in other teacher education courses across
the nation. Adding to the existing field of research, this paper provides concrete
teaching strategies about how to employ critical whiteness studies in teacher education,
and examines the implications of such pedagogies in relation to the roles of
racial justice and antiracist teaching. By including feedback from teacher candidates
themselves, this paper demonstrates how effective the pedagogies were in preparing
a majority of white female teacher candidates for urban teaching.
integrated into the core of urban teacher education programs. The reticence to embrace CRT is
largely due to the overwhelming presence ofWhiteness, despite Sleeter’s (2001) demand for diversification.
This theoretically interpretative article employs CRT’s methodology of counterstorytelling to
interrogate how Whiteness manifests itself in emotional ways, like fetishism and sentimentalization,
and how such emotions are the root of resistance toward CRT in teacher education. Drawing from
Black feminism and Critical Whiteness Studies, we utilize emotionally-based theories to illustrate the
importance of CRT in teacher education, to identify barriers to CRT, and to recommend how teacher
education can more genuinely reinvest in antiracism.
http://www.amazon.com/Feeling-White-Whiteness-Emotionality-Education/dp/9463004483/ref=sr_1_1?ie=UTF8&qid=1456322566&sr=8-1&keywords=cheryl+matias
forever-evolving process. Acknowledging that the majority of the U.S. teaching
force, from K-12 to teacher education in institutions of higher education, are white
middle-class females, it becomes imperative to unveil pedagogical applications of
critical whiteness studies. Unwillingness to do so maintains the recycled nature of
the hegemonic whiteness that dominates the field of education. This reflective paper
examines the implemented pedagogies of a teacher education diversity course which
begin to break down the whiteness ideology embedded in teacher candidates (i.e.,
pre-service teachers). Although the course’s application of critical whiteness studies
was in no way complete, it framed a pedagogical strategy for self-interrogation of
whiteness, one that can be implemented in other teacher education courses across
the nation. Adding to the existing field of research, this paper provides concrete
teaching strategies about how to employ critical whiteness studies in teacher education,
and examines the implications of such pedagogies in relation to the roles of
racial justice and antiracist teaching. By including feedback from teacher candidates
themselves, this paper demonstrates how effective the pedagogies were in preparing
a majority of white female teacher candidates for urban teaching.
integrated into the core of urban teacher education programs. The reticence to embrace CRT is
largely due to the overwhelming presence ofWhiteness, despite Sleeter’s (2001) demand for diversification.
This theoretically interpretative article employs CRT’s methodology of counterstorytelling to
interrogate how Whiteness manifests itself in emotional ways, like fetishism and sentimentalization,
and how such emotions are the root of resistance toward CRT in teacher education. Drawing from
Black feminism and Critical Whiteness Studies, we utilize emotionally-based theories to illustrate the
importance of CRT in teacher education, to identify barriers to CRT, and to recommend how teacher
education can more genuinely reinvest in antiracism.