The Globalization of White Supremacy: Toward a Critical Discourse on the Racialization of the World

Allen, Ricky Lee

doi:10.1111/j.1741-5446.2001.00467.x

Cited by 110 publications

(94 citation statements)

References 3 publications

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“…By neglecting the development of students within the condition of whiteness, this set of empirical and theoretical research brackets what is arguably the most dominant ideological as well as material force in multiracial societies like the US. Inclusion in this context faces the daunting task of countering the force of globalized whiteness (Allen 2002;Leonardo 2002), whose power cannot be underestimated.…”

Section: Introductionmentioning

confidence: 99%

White historical activity theory: toward a critical understanding of white zones of proximal development

Leonardo

Manning

2015

Race Ethnicity and Education

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Section: Introductionmentioning

confidence: 99%

White historical activity theory: toward a critical understanding of white zones of proximal development

Leonardo

Manning

2015

Race Ethnicity and Education

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“…It is no wonder Zoey hated school when she was experiencing this phenomenon. In Hungary, Whiteness was unmarked for our children, just as it is in the United States as both countries privilege European heritage (Allen, 2002;Lan, 2011;Gillborn, 2005Gillborn, , 2010. But, in both places, it advantages our children in passive ways that are most noticeable when compared to other children who do not receive this privilege, such as ELLs of color in the United States and Zoey's Romani friend in Hungary.…”

Section: Resultsmentioning

confidence: 99%

“…Without Zoli, I would have had no idea what was going on at my children's schools, a situation experienced by some of the other Americans we knew living in Hungary (see Marx, Housen & Tapu, 2016) and a common occurrence for the families of ELLs negotiating their children's schooling in the United States (Bickmore, 2013). Third, our status as Americans and English speakers likely offered some prestige to the school that the principal was eager to accommodate (Allen, 2002;Lan, 2011). Fourth, as highly educated, upper-middle-class, White Americans, we felt we had the right to push for a better schooling experience for our daughter (Lareau, 2000;Norman, 2016).…”

Section: Intervention or Activating Our Privilegesmentioning

confidence: 99%

“…In Hungary, the word conjures memories of Nazism and is largely taboo. Nevertheless, Whiteness is unmarked and privileged, as it is in the United States and many places around the world (e.g., Allen, 2002;Gillborn, 2005Gillborn, , 2013Lan, 2011). The original seven Magyar tribes that formed Hungary (Magyarország) around 900 AD came from Eurasia (Róna-Tas, 1999).…”

Section: Whitenessmentioning

confidence: 99%

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Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling: An Autoethnographic Tale

Marx

2017

IJME

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In this autoethnographic tale, I tell the story of my own family's experience with race, class, and language privilege. In particular, I focus on my children's experience with elementary schooling in the United States and Hungary. Their intercultural education experience vividly illuminates the socially and culturally constructed nature of race, class, and language privilege and the many ways these privileges are manifest in schooling.

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“…Sleeter, 1992Sleeter, , 1993Tatum, 1994;Nieto, 1995;Fine et al, 1997;Giroux, 1997;Lawrence, 1997;McIntyre, 1997;McLaren, 1997;Clark & O'Donnell, 1999;Howard, 1999;Allen, 2001;Warren, 2001;Perry, 2002;McCarthy, 2003;McKinney, 2005). As men of color who are multicultural teacher educators and education researchers based in the USA, the authors of this article chose to use the shifting notion of white identity as a lens to focus on recent research, in an effort to offer preliminary comments on where this emerging literature may be taking the field of education.…”

Section: Introductionmentioning

confidence: 99%

Transracialized selves and the emergence of post‐white teacher identities

Raible

Irizarry

2007

Race Ethnicity and Education

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This article draws on two previous studies by the authors, both based on interviews with European-American individuals, to document white experiences with multiculturalism, race, and cultural differences. We consider recent developments in research on whiteness and offer a perspective on racial identities defined as discursively enacted identifications that are rooted in racialized discourse communities. We provide profiles of two white women who draw upon assets developed, in our view, largely through their successful negotiation of relationships with racially and culturally different members of multicultural discourse communities. Next, we demonstrate a methodology based on the narrative analytic tools of Stanton Wortham (2001, Narratives in action: a strategy for research and analysis [New York, Teachers College Press]) that was used to explicate multiple ways in which both participants narrated their identities during interviews. Our analysis demonstrates how these women enacted what we call "transracialized" selves, that is, ways of being white that transcend predictable performances of more typically racialized identities. We link transracialized identities to the notion of "post-white" identity. Finally, we close with comments about the implications of transracialized, post-white identities for the field of multicultural teacher education.The future calls for each of us to become partners in the dance of diversity, a dance in which everyone shares the lead. And because we have been separated by race and ethnicity for so long, we may feel awkward at first with the new moves…. But with a little help from our friends in other cultures, even white folks can learn to dance, again, as we did among the great stone circles of ancient Europe. (Howard, 1993, p. 41)

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The Globalization of White Supremacy: Toward a Critical Discourse on the Racialization of the World

Cited by 110 publications

References 3 publications

White historical activity theory: toward a critical understanding of white zones of proximal development

White historical activity theory: toward a critical understanding of white zones of proximal development

Intercultural Manifestations of Racial, Language, and Class Privilege in Schooling: An Autoethnographic Tale

Transracialized selves and the emergence of post‐white teacher identities

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