Reading about Geography and Race in the Rural Rustbelt: Mobilizing Dis/affiliation as a Practice of Whiteness

Alexandra Panos

doi:10.1016/j.linged.2021.100955

Reading about Geography and Race in the Rural Rustbelt: Mobilizing Dis/affiliation as a Practice of Whiteness

Alexandra Panos

Literacy Studies, College of Education

Research output: Contribution to journal › Article › peer-review

Abstract

This paper examines what happens when White women elementary school teachers read and discuss negative media focused on the community in which they live and work during a time of heightened geographic and racial divisions in the United States following the election of President Trump. This mediated discourse analysis, drawn from a broader postcritical ethnographic study, explores the implications of geography and race when teachers discuss media specifically about the place in which they live and/or work. Findings indicate that emotion and discursive practices of Whiteness are mobilized through dis/affiliation when mediated by such texts.

Original language	American English
Journal	Linguistics and Education
Volume	65
DOIs	https://doi.org/10.1016/j.linged.2021.100955
State	Published - Jan 1 2021

Keywords

Rural
Rustbelt
Literacy
Geography
Race
Mediated discourse analysis

Disciplines

Education

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10.1016/j.linged.2021.100955License: CC BY

https://doi.org/10.1016/j.linged.2021.100955

Cite this

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abstract = " This paper examines what happens when White women elementary school teachers read and discuss negative media focused on the community in which they live and work during a time of heightened geographic and racial divisions in the United States following the election of President Trump. This mediated discourse analysis, drawn from a broader postcritical ethnographic study, explores the implications of geography and race when teachers discuss media specifically about the place in which they live and/or work. Findings indicate that emotion and discursive practices of Whiteness are mobilized through dis/affiliation when mediated by such texts.",

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AB - This paper examines what happens when White women elementary school teachers read and discuss negative media focused on the community in which they live and work during a time of heightened geographic and racial divisions in the United States following the election of President Trump. This mediated discourse analysis, drawn from a broader postcritical ethnographic study, explores the implications of geography and race when teachers discuss media specifically about the place in which they live and/or work. Findings indicate that emotion and discursive practices of Whiteness are mobilized through dis/affiliation when mediated by such texts.

KW - Rural

KW - Rustbelt

KW - Literacy

KW - Geography

KW - Race

KW - Mediated discourse analysis

UR - https://digitalcommons.usf.edu/tal_facpub/693

UR - https://doi.org/10.1016/j.linged.2021.100955

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M3 - Article

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JO - Linguistics and Education

JF - Linguistics and Education

ER -

Reading about Geography and Race in the Rural Rustbelt: Mobilizing Dis/affiliation as a Practice of Whiteness

Abstract

Keywords

Disciplines

Access to Document

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