Abstract
The dynamics of White teacher identity are analyzed through the tenets of Foucault's Panopticon, as a physical and metaphorical structure for knowledge and power. The Panopticon illustrates the complex manifestation of White vigilance and societal position permeating even teacher identity. This study delineates a White teacher’s identity and the unconscious barrier, cultural wall, that impedes full consideration of their identity and their ability to connect with culturally and linguistically diverse students. This study serves to add to current literature to promote dialogue about the need for better pre-service and professional development regarding reflective practices for teachers working with multilingual and multicultural learners.
Recommended Citation
Douglas, Cynthia M.
(2023)
"Culturally Responsive Education, The Panopticon, and Cultural Wall: A White Teacher’s Reflection on Identity,"
Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 6:
No.
2, Article 3.
Available at:
https://soundideas.pugetsound.edu/rpj/vol6/iss2/3