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In this article, Sophie Bell writes about "[struggling] to understand the ways in which two male students of color wrote about whiteness in [her] first year composition course" (163). Her students' narratives seem to surprise her and sometimes frustrate her, and throughout the article she struggles with how to respond to these students' writing from a position of power as a white teacher. After this course, Bell changed her pedagogy to include more assignments and discussions that explicitly addressed race in the classroom.

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How do the students discussed in Bell’s article ultimately “[use] their own life narratives to complicate constructions of whiteness” in the classroom (163). How do Freddie and Lamar’s narratives reflect their use and description of the “rhetorical purposes” of whiteness, both in the classroom and beyond?  

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This is a short video on the meaning of autoethnography.

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Throughout the article, Bell expresses discomfort and difficulty in responding to student writing that portrays the act of "white-passing" as positive aspects in their lives. This is a complicated aspect of students expressing their own experiences with race and whiteness in particular. How do you think you can respond (or not respond) to student writing in a way that honors their experiences and maintains the classroom as a contact zone, especially as a person with authority who may be exhibiting "whiteliness?"

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How might we use this reading to design writing assignments that are explicitly anti-racist, especially in conjunction with the reading we have been doing in the Bean textbook? How might we integrate  "counterstories" and "autoethnographies" as assignments? Would they serve well as major assignments, or scaffolding assignments, or both, and why?

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This isn't a question, but a review to help answer some other questions in this discussion. Below is a graphic depicting Inoue's heuristic of pedagogy (borrowed from Catie Bussey's asynchronous discussion on the Antiracist Assessment Ecologies reading from October 12th) to refer to if you need to refresh your memory.

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What is meant by “autoethnography,” and why are they powerful tools in an antiracist classroom? How does the Critical Race Theory concept of “counterstory” relate to the idea of an “autoethnography?” How do “counterstories” and “autoethnographies” resist the othering of racialized identities in classroom discourse? You can think about and reference the counterstory we read by Martinez in Performing Anti-Racist Pedagogy to answer these questions if you'd like.

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Describe the classroom as a “contact zone.” What kind of power relations exist in the classroom, both in general and the classroom the author describes specifically? How is that power related to the other concepts in Inoue’s heuristic of pedagogy that discussed earlier in the semester, concepts of parts, people, purpose, process, and places? If you can, provide examples of these concepts from the classroom described in the reading.