Engaging whiteness: How racial power gets reified in education

Abstract

The central question addressed in this essay is how students engage in a class that focuses on the political and social power of whiteness. Specifically, it looks at how whiteness gets inscribed and reified in our education practices, even as we try to disrupt its normative influence. The essay is based upon an in-depth qualitative study of a graduate seminar dedicated to addressing diversity issues critically. We conclude that despite students' expressed intentions and efforts at disrupting whiteness, they draw upon a variety of discourses that actually serve to protect and secure whiteness's dominant position. Twelve different discourses that students cite are described, grouped into four broad appeals: to self, to progress, to authenticity, and to extremes. Understanding how students invoke these discourses as an implicit way of resisting critical engagements with whiteness can help us to problematize these practices as well as cultivate more productive and enabling interactions.

Nice white men or social justice allies?: using critical race theory to examine how white male faculty and administrators engage in ally work

“…Another complication is how they engage in social justice projects. White allies tend to direct others, take leadership and focus on self, rather than listening to and partnering with nondominant populations (Crowfoot and Chesler 2003;Hytten and Warren 2003). They (mis)handle feelings of guilt (see "guilty white liberal" in Tatum [2003]; and "white guilt" in Steele [2002]), and want to be perceived as "good" white people (Edwards 2006).…”

Race-Evasiveness among Camp Staff

“…This response not only negated the bystander's antiracist action but also gave primary importance to the White aggressor's feelings. good White intentions and abdicating responsibility, are also well-documented (Hytten & Warren, 2003). This course of action, moreover, assumes no duty for racial self-education.…”

Cross-Cultural Experiential Learning Excursion: The Story of Awakening and Awareness: A Case Study

“…This level could incite higher levels of cognitive dissonance because it address sensitive issues that assign culpability. Educators at this level may encounter complex classroom situations, guilt and cognitive dissonance (Hytten & Warren, 2003). A third level, critical reflection, helps students recognize the divergent relationship between privilege and underrepresentation by illuminating the signs, symbols and processes associated with the dominions of oppression.…”

“…A second more comprehensive level of diversity initiative introduces students to social actualities such as privilege, power, empathy and equality (Brooks & Ward, 2007;Delgado & Stefancic, 2001;Hytten & Warren, 2003). This level could incite higher levels of cognitive dissonance because it address sensitive issues that assign culpability.…”