The white silence(r): Noticing the sonics of whiteness on the anti-racist teacher education landscape

Central to this phenomenological inquiry is the question of how whiteness informs discussions of race(ism) in anti-racist teacher education. I use an intimate pedagogical encounter in a white-dominant space, a teacher education program located in the United States, as a site of analysis. Operating as a sonic cartographer, I notice the verbal and nonverbal soundtrack while narratively mapping words spoken during an affectively charged classroom discussion between a white teacher educator and an interracial group of teacher candidates. I conclude by championing a sensorial, embodied anti-racist pedagogy of noticing as integral to fostering generative racial dialogue in the classroom.