Talking Whiteness: Representations of Social Justice in One School

Lindsay, Jennifer

doi:10.1007/s11256-007-0060-z

Cited by 3 publications

(3 citation statements)

References 22 publications

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“…She concludes, “Multiculturalism is, simultaneously, the consequence and the materialization of white supremacy” (p. 350), as it is often lauded as a challenge to racism while it replaces any critical or structural approach to thinking about racially marginalized communities. In the literature, we also see key studies that critique how well intended practices such as “antibias” teaching and “culturally responsive pedagogy” can work to affirm Whiteness in the education of students of Color when divorced from a clear analysis of racism (Castagno & Brayboy, 2008; Epstein, Mayorga, & Nelson, 2011; Lindsay, 2007).…”

Section: The “New Racism” Of K–12 Schoolsmentioning

confidence: 99%

The “New Racism” of K–12 Schools: Centering Critical Research on Racism

Kohli

Pizarro

Nevárez

2017

Review of Research in Education

205

146

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While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K–12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K–12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K–12 school context that examine racism. As we categorized the literature, we built on a theory of the “new racism”—a more covert and hidden racism than that of the past—and grouped the articles into two main sections: (1) research that brings to light racism’s permanence and significance in the lives of students of Color through manifestations of what we conceptualize as (a) evaded racism, (b) “antiracist” racism, and (c) everyday racism and (2) research focused on confronting racism through racial literacy and the resistance of communities of Color. In our conclusion, we articulate suggestions for future directions in education research that include a more direct acknowledgement of racism as we attend to the experiences and needs of K–12 students of Color.

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Section: The “New Racism” Of K–12 Schoolsmentioning

confidence: 99%

The “New Racism” of K–12 Schools: Centering Critical Research on Racism

Kohli

Pizarro

Nevárez

2017

Review of Research in Education

205

146

View full text Add to dashboard Cite

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“…Summarizing critical Whiteness scholars, Lindsay (2007) defines Whiteness as “a social practice, a normalizing category, and a key element of oppressive social relations” (p. 432). These three categories are significant.…”

Section: The Whiteness Of Dw: Understanding Dw Via Crtmentioning

confidence: 99%

“…Whiteness has an “invisibility” to it, both multidimensional and omnipresent; “this sense that whiteness is everywhere, also creates a simultaneous feeling that it is nowhere, [that it is] the natural or the norm, or what has a priori defined the correct mode of living and being” (Lindsay, 2007, p. 432). We saw this in our analysis of the Minnesota Desegregation Rule:In the existing Minnesota Desegregation Rule, “the definitions for various types of segregated settings, including “racially identifiable school” and “racially isolated district,” are meant to denote settings in which there is a higher percentage of students of color than exists in the neighboring schools/district; these definitions do not discuss the percentage of white students enrolled in a district.…”

Section: The Whiteness Of Dw: Understanding Dw Via Crtmentioning

confidence: 99%

Desirablizing Whiteness: A Discursive Practice in Social Justice Leadership That Entrenches White Supremacy

Radd

Grosland

2018

Urban Education

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This article conceptualizes “Desirablizing Whiteness” as a discursive practice. Desirablizing Whiteness occurs when equity efforts aim to include racially minoritized students in actions, situations, formats, and settings where they have been absent or underrepresented, and which have been the “property” of Whites. The literature on discourse, discursive practices, and emotions serve to explain the nature of Desirablizing Whiteness as a complicated and contradictory construct. Tenets from critical race theory highlight the fundamentally racist effect of this discursive practice. Because Whiteness’ property value is both tangible and psychic, the presence and role of emotions are key to understanding how Desirablizing Whiteness has a dialectical relationship with human interactions and decision making, ultimately undermining social justice efforts. Practical recommendations for school leaders and scholars concerned with urban education close the article.

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