Whiteness studies has become a popular topic for many critical intercultural communication researchers and pedagogues. Since my encounter with whiteness studies, I have been struggling with a practice of whiteness pedagogy. As a nonwhite pedagogue, I often experience dissonance in translating whiteness research into whiteness pedagogy. In this article, I analyze and make sense of this dissonance. I weave both my and my students’ stories and my ethnographic observations of “communication and race” classrooms in pursuit of a relational pedagogy of whiteness. I call for pedagogical love as a site of critical labor that creates difference and potentially interrupts racist systems and structures local to our everyday lives.
Research Article| December 01 2013
Pedagogical Love as Critical Labor: Relational Pedagogy of Whiteness
Department of Speech Communication, Southern Illinois University Carbondale
Satoshi Toyosaki, Department of Speech Communication, Communications Building—Mail Code 6605, Southern Illinois University, 1100 Lincoln Drive, Carbondale, IL 62901. Email: firstname.lastname@example.org.
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Qualitative Communication Research (2013) 2 (4): 411–433.
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Satoshi Toyosaki; Pedagogical Love as Critical Labor: Relational Pedagogy of Whiteness. Qualitative Communication Research 1 December 2013; 2 (4): 411–433. doi: https://doi.org/10.1525/qcr.2013.2.4.411
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