Employing duoethnography (Norris & Sawyer, 2012), we examine how whiteness and whiteness studies function in our lived experiences. Understanding our lived experiences as life curriculum or “currere” (Norris & Sawyer, 2012, p. 12), we build an interwoven and polyvocal text that critically questions, meaningfully complicates, and carefully moves whiteness studies in highly experiential manners, finally arriving at relational whiteness pedagogy. In addition to relational whiteness studies and pedagogy as its foci of investigation, this essay tells a methodological story (Ellis, 2004) of “doing” duoethnography. We discuss implications of duoethnography for teaching cultures from a critical paradigm.
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