Vive la Resistance! (De)Constructing Classmates in a White Working Class High School

Abstract

English Language Arts class in a predominantly white suburban high school may seem like an unlikely site for transformational pedagogy. Teachers and students speak the same national language and most of the teachers grew up and were educated in working class communities. Despite these roots, it is far too easy for teachers to forget that our “portfolios of experiences” have created access to middle class cultural values. If teachers unconsciously internalize middle class values, we might unwittingly judge working class students as academically deficient rather than engage in empowering, critical pedagogies. Teachers might reconsider student resistance as a force for co-creating curriculum to empower otherwise marginalized students. This piece explores the nuances of social class, power, and language through the experiences of a teacher and her 11th grade students as they negotiate two units of study that are heavily laden with social class: poetry and college entrance. Analysis and reflection indicate that students in a white working class high school can benefit from pedagogies that embrace, rather than dismiss, student resistance.