Life histories of white male teachers of diverse students: intersections with whiteness, masculinity, and difference
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Abstract
This critical inquiry begins with the researcher’s lived experiences as white male
teacher of diverse students as motive and ethics. As researcher and fifteen-year educator
of diverse students, the researcher takes on the role of researcher-participant along with
five other white male teachers in the inquiry. The researcher poses the question: What
are the life histories of white male teachers of diverse students, and how do intersections
with whiteness, masculinity, and difference emerge in the stories? In answering this
question, this critical inquiry receives impulse from Mill’s (2000 [1959]) understanding
of the sociological imagination that seeks to articulate lived experiences within historical
and social structures.
Using life history methodology designed to reveal lived experiences as they
intersect with historical and social structures (Goodson, 1992a; Goodson, 1992b;
Goodson, 1995; Middleton, 1992), this inquiry analyzes patterns and subpatterns in
participants’ life histories as they intersect with historical and social structures of
whiteness, masculinity, and difference. Emerging from the data, the researcher uncovers
sub patterns that articulate a pattern of participants’ counter or alternative lifestyles
(Willis, 1993 [1995]; Willis, 1977; Hebdige, 1979). The above patterns regarding
alternative lifestyles, continually contextualized and analyzed as “lived intersections”
with historical and social structures, articulate participants’ complex negotiations in,
resistances to, and complicities with whiteness, masculinity, and difference. Lived
intersections with whiteness articulate lived whitenesses, white visibility, and
participants’ re-shaping but not denying white identities. Lived intersections with
masculinity articulate a rejection of instrumental hegemonic masculinity (Connell, 1987;
Connell, 1995) for an experiential masculinity. Lived intersections with difference
articulate a contradictory deficit thinking (Valencia & Solórzano, 1997; Valenzuela,
1999) and structural understandings of difference along with a practical (Schwab, 1978a,
Schwab, 1983; Reid, 1984) difference pedagogy that resembles Cummins’s (1986) work
with minority students.
As an act of sociological imagination, this critical inquiry articulates an unspoken
and problematic “rejection” of participants’ privileges that, over the course of a lifetime,
appears as practical difference pedagogy as part of the story. As this inquiry represents,
very personally, the researcher’s lived experience he reveals, contradictorily, a sense of
hope and impotency before the findings.