Abstract :

The Study Explores The Application Of Critical Whiteness Studies As A Pedagogical Framework For Teaching Nineteenth-century American Literature. Canonical Texts From This Period Often Reflect And Normalize Racial Hierarchies, National Identity Formation, And Cultural Power Structures Shaped By Whiteness. This Paper Examines How A Critical Engagement With Whiteness Enables Students To Interrogate Implicit Racial Assumptions, Ideological Constructions, And Historical Contexts Embedded Within Literary Works. By Foregrounding Whiteness As A Socially Constructed And Historically Contingent Category, The Approach Encourages Deeper Critical Reading, Fosters Inclusive Classroom Discussions, And Challenges Traditional Interpretive Practices. The Study Also Highlights Teaching Strategies That Promote Reflexivity, Historical Awareness, And Ethical Literary Analysis. Ultimately, Integrating Critical Whiteness Studies Into Literary Pedagogy Enhances Students’ Understanding Of Race, Power, And Representation In Nineteenthcentury American Texts While Contributing To More Socially Responsive And Critically Informed Humanities Education

Published:

02-1-2025

Issue:

Vol. 25 No. 1 (2025)

Page Nos:

104-109

Section:

Articles

License:

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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