Berkeley Review of Education

Racial humor among students of color presents a sociopolitical dilemma for teachers, requiring rapid calculations of if and how to respond in ways that support an inclusive and equitable classroom climate. This analysis uses two instances of racial humor in an elementary classroom to unpack a White teacher’s responses to students of color who were both creators of and audience to racial jokes. Starting from the point of affirming the teacher’s decision to intervene, findings explore the ramifications of how intervening had multiple, layered consequences for the dynamics of silencing and racialization among students of color. The purpose of this approach is to model how to sift through the complications of silencing race talk and to support conceptual and practical conversations about anti-racist pedagogical moves in the midst of fleeting, meaningful moments in classroom socialization to race.