More Than a Knapsack

Strmic-Pawl, Hephzibah V.

doi:10.1177/2332649214561660

Cited by 14 publications

(5 citation statements)

References 9 publications

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“…Metaphors have played a significant role in conceptualizing racial theory and praxis, there are various works using analogies to explain complex concepts (Asma, 1995; Brown & Salter, 2010; Hancock & Onsman, 2005; McKittrick, 2021). Using literary devices to discuss anti‐Blackness is not new as metaphors such as the knapsack (Mcintosh, 1989) and flower (Strmic‐Pawl, 2015) have been used to reference white supremacy. In fact, other groups who have experienced discrimination often attach their experience to anti‐Blackness.…”

Section: Making Connections: From Biology History To Sociologymentioning

confidence: 99%

“…The DNA analogy (Beckert & Rockman, 2016) becomes a useful tool to capture the complexity surrounding the continuity of anti‐Blackness. Research contends that when analogies are used understanding is promoted and misconceptions can be resolved (Smith & Abell, 2008). By using something that is deemed easier to understand or similar, to draw connections to more complex ideas, the foundation is laid for the generation of new knowledge (Asma, 1995; Smith & Abell, 2008).…”

Section: Considering Anti‐blackness As a Genementioning

confidence: 99%

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Genetic Anti‐Blackness: Exploring the Use of Analogies in Understanding Contemporary Racism

Nnamdi

2024

Sociology Lens

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Since slavery, racism and discrimination have continued to impact the social outcomes of Blacks despite efforts and laws put into place to alleviate the disadvantages. A contemporary project developed by Nikole Hannah‐Jones and the New York Times called for the re‐examination of the legacy of slavery. With re‐examining the consequence of slavery, the lens has been widened, resulting in a more robust interpretation of racism. Social issues have historic roots and thus require a multilayered approach to map out and examine the culminated effects of phenomenon. In this paper, the author uses Beckert and Rockman’s DNA analogy (2016) to merge biology, history, and sociology to provide a critical overview of theories of racism that have emerged since slavery, and to detail the phenomenon of contemporary racism. By connecting past eras of racism using something familiar, racial discourse can potentially move beyond the frustration of racism being a permanent entity in society.

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Section: Making Connections: From Biology History To Sociologymentioning

confidence: 99%

Section: Considering Anti‐blackness As a Genementioning

confidence: 99%

Genetic Anti‐Blackness: Exploring the Use of Analogies in Understanding Contemporary Racism

Nnamdi

2024

Sociology Lens

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“…Whiteness, White epistemology, and White supremacy are intertwined and saturated in the training and education of psychologists, particularly at White institutions. White supremacy refers to the systemic “ways that the racial order benefits those deemed White and operates to oppress people of color” (Strmic-Pawl, 2015). White supremacy provides the infrastructure for the oppression of BIPOC students and staff within White epistemology.…”

Section: Whiteness and White Supremacymentioning

confidence: 99%

Returning the colonizers gaze: Critiquing Whiteness in our training programs.

McCubbin¹,

Alex²,

Bergkamp³

et al. 2023

Training and Education in Professional Psychology

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Psychology training in North America faces a critical threat of White supremacy born from ignoring Whiteness imbedded in the training, which can no longer be ignored. We discuss Whiteness as an underlying force within our profession and training programs. This is followed by a review of critical race theory, decolonization, and indigenization of the academy as frameworks and the application of a developmental perspective to cultivate meaningful change on an individual and departmental level. Finally, we identify resources for assessing, remediating, and transforming psychology training programs at all levels. Our intent is to bring into focus the forces of sabotage that so commonly stifle well-intended deep structural change within psychology programs. In acknowledging this dynamic, identifying the powerful role of Whiteness, and encouraging developmental change, we hope that the contemporary decolonial call and action can be heard and authentically sustained. This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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“…A. Powell et al, 2005;K. J. Powell, 2016;Rickford, 2016;Singer, 2016;Strmic-Pawl, 2015;Trujillo-Pagán, 2014;Weitzer, Tuch, & Skogan, 2008;Zukin, Lindeman, & Hurson, 2015). All of these obstructions combined can inhibit the participation of POC in political and social activism, especially in leadership roles; it can breed fear within the community that keeps individuals and families from seeking help for various reasons; and it can also be experienced as explicit racism that threatens physical and psychological well-being.…”

Section: Discussionmentioning

confidence: 99%

“…Self-driven education via social justice activism learning has made its mark in educational institutions through student grassroots efforts and the gathering of collectives dedicated to the engagement of a deconstructive discourse and social justice action (DeMatthews & Mawhinney, 2014;Smith & Lau, 2013). Critical pedagogies and theoretical frameworks concerning class, gender, and environmental justice, in addition to anti-racist curriculum, have been making their way slowly into the classrooms of middle schools, high schools, and universities (Boatright-Horowitz et al, 2012;Brown, 2004;Brunsma, Brown, & Placier, 2013;Chizhik & Chizhik, 2005;Dutta et al, 2016;Lazar & Offenberg, 2011;Nordstrom, 2015;Singer, 2016;Strmic-Pawl, 2015). Although many individuals learn about social and environmental justice issues through activism and formal educational institutions, social and environmental justice education-for white-identified individuals by white-identified individuals-is a relatively new phenomenon.…”

Section: Self-educating the "White-identified" Selfmentioning

confidence: 99%

The Whiteness of the Elephant in the Room

Foran¹

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Using frameworks from critical race theory, social movement theory, and community-based activism, this thesis explores the phenomena of white fragility, white guilt, and colorblind racial ideology and how they impact the ways predominantly whiteidentified social and environmental justice organizations approach, build, and maintain solidarity with communities of color in Santa Cruz County, California. A qualitative approach was employed to investigate the experiences of white-identified activists and how they attempt to engage in this constantly challenging process. Using twenty-two semi-structured interviews and eight group observations, I explored how white-identified individuals negotiate the transformation from 'moral passivity' to meaningful, personal relationships with people of color (POC). The research shows remarkable differences in responses by white-identified individuals in public space (implicit bias/overtly racialized comments) versus private space (self-reflection, drive toward self-education, willingness to forge authentic relationships with POC). The research also uncovers possible implications for how the intrapersonal dismantling of racialized thought systems on an individual basis may impact group coalition-building processes. More research is warranted, however, in the exploration of how these implications may translate to concrete strategies in the toolkits of predominantly white-identified environmental and social justice organizations. v ACKNLOWLEDGMENTS Without the help and support of the many individuals involved, this modest body of research would not have been possible. First, I would like to extend my gratitude to my life partner and spouse Gerald Francis Casel, who was, and is presently, an inspiration and a pillar of strength during a time when I thought I couldn't return to school or even think about completing a graduate program. Next, I want to express my deepest appreciation to my thesis chair, Dr. Jason Douglas, who encouraged me, through the many incarnations of thesis proposals, to take the ball on this project and run with it. The breadth and depth of his dedication to the most marginalized communities among us never cease to amaze me and keep me rooted to these ideals as my lodestar. Thanks also to Dr. Will Russell, not only for the mountainside philosophical discussions, but also for the patience and keen eye which were invaluable in the preening out of all the unnecessary material that eventually led me to this project. Thanks go as well to Dr. Natalie Boero, whose impeccable ability to ask the right questions and whose unparalleled skill in qualitative investigation dropped enough breadcrumbs my way to lead me out of the forest right into her office so I could complete my thesis committee. I am grateful and in awe of the many ways that each of you inspire your students. vi TABLE OF CONTENTS

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More Than a Knapsack

Cited by 14 publications

References 9 publications

Genetic Anti‐Blackness: Exploring the Use of Analogies in Understanding Contemporary Racism

Genetic Anti‐Blackness: Exploring the Use of Analogies in Understanding Contemporary Racism

Returning the colonizers gaze: Critiquing Whiteness in our training programs.

The Whiteness of the Elephant in the Room

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