Pre-service teachers and the re-inscription of whiteness: disrupting dominant cultural codes through textual analysis

"This paper draws from theorists in critical pedagogy and cultural studies in order to name and then trace the re-inscription and circulation of normative whiteness in geographically isolated rural communities. The paper examines a particular rural Canadian maritime community where my role as teacher-educator and my commitment to developing reflexive teacher practice brought me face-to-face with the ?perpetual pedagogy? of a media-saturated and electronically connected North America. The paper contains a textual analysis of specific cultural hip-hop texts, theoretical reflections on the relevant research regarding whiteness, and an auto-ethnographic framing that recounts my own participation as a teacher-educator in the context."