FRAMES OF POSITIONALITY - CONSTRUCTING MEANINGFUL DIALOGS ABOUT GENDER AND RACE

This essay compares two classrooms from an ethnographic study of eight een feminist college teachers in order to highlight the differences in dialogues about race and gender in one predominantly white and one Af rican-American classroom. While the discussion in the white classroom focused on only gender, the discussion in the African-American classro om emphasized the necessary intersection of race and gender in the exa mination of women's lives. This observation serves as a reminder to wh ite feminists that we must pay attention to issues of race and racism in order to explore adequately feminist teaching in all settings.