Reading the room: using public pedagogy to analyze white supremacy in Christian schools

This article uses the theory of public pedagogy to examine the public space in a Reformed Christian elementary school building in a medium-sized city in the U.S. Midwest. After spending time in the entryway, hallways, and other transitional and public spaces in the school, the author constructs a curriculum of white supremacy and settler colonialism. This curriculum is hidden, acting pedagogically on students, teachers, and visitors without their awareness. The author proposes that revealing problematic racial discourses is essential if Christian schools want to work for justice and hospitality.