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04052aam a2200613 i 4500 001 E2B3A0AE9A4E11EE9D2109AF26ECA4DB 003 SILO 005 20231214010155 008 210209t20212021ncu b 001 0 eng 010 $a 2021005979 020 $a 1478014636 020 $a 9781478014638 020 $a 1478013702 020 $a 9781478013709 035 $a (OCoLC)1202752242 040 $a NcD/DLC $b eng $e rda $c DLC $d OCLCO $d OCLCF $d OCLCO $d UKMGB $d YDX $d OCLCQ $d OCLCO $d NYP $d OCL $d OCLCO $d ZLM $d SILO 042 $a pcc 043 $a n-us--- 050 00 $a LB1775.2 $b .B43 2021 082 00 $a 370.890973 $2 23 100 1 $a Bell, Marcus, $d 1983- $e author. 245 10 $a Whiteness interrupted : $b White teachers and racial identity in predominantly Black schools / $c Marcus Bell. 264 1 $a Durham : $b Duke University Press, $c 2021. 300 $a xii, 246 pages ; $c 24 cm 504 $a Includes bibliographical references (pages 179-240) and index. 505 0 $a Introduction: Whiteness in America -- White racelessness -- The color-line and the classroom -- Becoming white teachers -- The white race card -- Colorblind -- Conclusion: White identity politics and the coming crisis of place. 520 $a "In Whiteness Interrupted Marcus Bell presents a revealing portrait of white teachers in majority Black schools in which he examines the limitations of understandings of how white racial identity is formed. Through in-depth interviews with dozens of white teachers from a racially segregated, urban school district in upstate New York, Bell outlines how whiteness is constructed based on localized interactions and takes a different form in predominantly Black spaces. He finds that in response to racial stress in a difficult teaching environment, white teachers conceptualized whiteness as a stigmatized category predicated on white victimization. When discussing race outside Black majority spaces, for example, Bell's subjects characterized American society as post-racial, in which race seldom affects outcomes. Conversely, in discussing their experiences within predominantly Black spaces, they rejected the idea of white privilege, often angrily, and instead focused on what they saw as the racial privilege of Blackness. Throughout, Bell underscores the significance of white victimization narratives in Black spaces and their repercussions as the United States becomes a majority-minority society"-- $c Provided by publisher 650 0 $a Teachers, White $z United States $x Attitudes. 650 0 $a White people $x Race identity $z United States. 650 0 $a White people $z United States $x Public opinion. 650 0 $a Teaching $x Social aspects $z United States. 650 0 $a Education, Urban $z United States. 650 0 $a Racism in education $z United States. 650 0 $a African Americans $x Public opinion. $x Public opinion. 650 0 $a Racism $z United States $x Public opinion. 651 0 $a United States $x Race relations. 650 6 $a Enseignants blancs $z EÌtats-Unis $x Attitudes. 650 6 $a Enseignement en milieu urbain $z EÌtats-Unis. 650 6 $a Racisme en eÌducation $z EÌtats-Unis. 650 6 $a Noirs ameÌricains $x Opinion publique. $x Opinion publique. 650 6 $a Racisme $z EÌtats-Unis $x Opinion publique. 651 6 $a EÌtats-Unis $x Relations raciales. 650 7 $a Education, Urban. $2 fast $0 (OCoLC)fst00903310 650 7 $a Race relations. $2 fast $0 (OCoLC)fst01086509 650 7 $a Racism in education. $2 fast $0 (OCoLC)fst01737534 650 7 $a Racism $x Public opinion. $2 fast $0 (OCoLC)fst01086631 650 7 $a Teaching $x Social aspects. $2 fast $0 (OCoLC)fst01144616 650 7 $a White people $x Race identity. $2 fast $0 (OCoLC)fst01174825 651 7 $a United States. $2 fast $0 (OCoLC)fst01204155 776 08 $i Online version: $a Bell, Marcus, 1983- $t Whiteness interrupted. $d Durham : Duke University Press, 2021 $z 9781478021933 $w (DLC) 2021005980 941 $a 1 952 $l PQAX094 $d 20231214015820.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=E2B3A0AE9A4E11EE9D2109AF26ECA4DB 994 $a Z0 $b IOWInitiate Another SILO Locator Search