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Stalling White Time: Racialized Temporalities, Classroom Management, and White Supremacy
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DOI：10.1080/10665684.2025.2571107.png)
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Abstract
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This article explores the ways that dominant professional norms surrounding classroom management and instructional pacing create racially unequal temporal conditions. Thinking alongside a qualitative phenomenological narrative illustrating an interaction between Roberto, a ninth grade student, and his teacher Ms. A, this article argues that the expectation that teachers maintain a fast-paced, controlled, and urgently efficient classroom creates racially discriminatory experiential conditions. This type of pacing practice is set to a tempo of white time—a racialized phenomenology of time that ultimately privileges the time and experiences of white youth over, and at the expense of, youth of color. Drawing from Roberto’s resistance to white time, this article argues that classroom management and pacing strategies must be reimagined through a justice-oriented cooperative paradigm in which students participate in setting a tempo that meets a classroom’s collective needs.
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