Abstract

Being a White teacher educator in a Northern urban setting serving a student body that is also predominantly White and working to middleclass from small towns and suburbs outside of the city presents unique challenges. They necessitate a pedagogy that disrupts stories inherent in the collective memory (Buffington, 2019) of these students. Helping students think critically about their developing teacher identities through exposure to new ideas and investigations of old ideas is key. This article describes what I am learning from a semester-long endeavor to guide students to reflect on race and teaching identity through the lens of “warm demanding” (Vasquez, 1988; Ware, 2006).

Keywords: warm demander, pedagogy, whiteness, reflexivity, preservice education, critical race theory

How to Cite:

Cosier, K., (2019) “On Whiteness and Becoming Warm Demanders”, Journal of Cultural Research in Art Education 36(1), 56-72. doi: https://doi.org/10.2458/jcrae.4941