TITLE:  A Critical Race Pedagogy for a Privileged Audience

ABSTRACT: This review of literature examined the topic of teaching White secondary students in rural schools, or similar demographics and experiences, about race and racial inequity. Through thorough review and analysis of the 39 studies included, I have determined five strategies that secondary teachers in predominantly White schools could implement in their classrooms to successfully teach about race and racial inequity. Strategies include student and teacher reflection, classroom discourse, addressing guilt and resistance, acknowledging different levels of racism, and practicing White responsibility. Ultimately, the goal is to work with students to discover potential ways that they can work against the systems of oppression that they are a part of but usually do not initially understand. Providing experiences and opportunities for students to be active participants in transformative action shows them how to fight for things that matter, like racial justice and equity.

COMPLETED: November 2020