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James Noonan, Ed.D.

Assistant Professor, Salem State University
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Safety first: The hidden curriculum of whiteness in race-conscious professional learning

Journal article

James Noonan, Ashley J. Carey, Hilary Lustick, Peter Piazza
Whiteness and Education, 2024, pp. 1-18
DOI: 10.1080/23793406.2024.2414223
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APA   Click to copy
Noonan, J., Carey, A. J., Lustick, H., & Piazza, P. (2024). Safety first: {The} hidden curriculum of whiteness in race-conscious professional learning. Whiteness and Education, 1–18. https://doi.org/10.1080/23793406.2024.2414223

Chicago/Turabian   Click to copy
Noonan, James, Ashley J. Carey, Hilary Lustick, and Peter Piazza. “Safety First: {The} Hidden Curriculum of Whiteness in Race-Conscious Professional Learning.” Whiteness and Education (2024): 1–18.

MLA   Click to copy
Noonan, James, et al. “Safety First: {The} Hidden Curriculum of Whiteness in Race-Conscious Professional Learning.” Whiteness and Education, 2024, pp. 1–18, doi:10.1080/23793406.2024.2414223.

BibTeX   Click to copy 

@article{noonan2024a,
  title = {Safety first: {The} hidden curriculum of whiteness in race-conscious professional learning},
  year = {2024},
  journal = {Whiteness and Education},
  pages = {1-18},
  doi = {10.1080/23793406.2024.2414223},
  author = {Noonan, James and Carey, Ashley J. and Lustick, Hilary and Piazza, Peter}
}

Abstract

Applying the analytic lens of critical whiteness, we examine the relationship between facilitation structures and the quality of racial dialogue in educator professional development. We draw on data from a five-session virtual ‘antiracist reading group’ in a rapidly diversifying U.S. district, convened and facilitated by a White district leader. Observed discussions tended towards the superficial and did little to challenge participants’ existing worldviews. We argue that the leader’s facilitation decisions characterised a ‘hidden curriculum’ of safety and comfort that inhibited participants’ development. These moves were further shaped by and reified persistent manifestations of whiteness. We offer implications for the facilitation of antiracist professional learning, equity leadership, broader policies related to equity, and future research.