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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