The Twin Tales of Whiteness: Exploring the Emotional Roller Coaster of Teaching and Learning about Whiteness

Matias, Cheryl E.; Henry, Allison; Darland, Craig

doi:10.31390/taboo.16.1.04

Cited by 24 publications

(14 citation statements)

References 14 publications

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“…These acts can be negative—lynching, police brutality, reinforcement of Jim Crow’s racial etiquette, microgressions 6 —or positive—racial solidarity in struggles, everyday acts of kindness across the color line, interracial friendship and attraction. The constant retooling of the racial self usually produces more of the same, but it also creates the space for rupturing racialized habits (for interesting examples of breaks, see Matias, Henry, and Darland 2017).…”

Section: Building Blocks For Theorizing Racialized Emotionsmentioning

confidence: 99%

Feeling Race: Theorizing the Racial Economy of Emotions

2019

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In this presidential address, I advance a theoretical sketch on racialized emotions—the emotions specific to racialized societies. These emotions are central to the racial edifice of societies, thus, analysts and policymakers should understand their collective nature, be aware of how they function, and appreciate the existence of variability among emoting racial subjects. Clarity on these matters is key for developing an effective affective politics to challenge any racial order. After the sketch, I offer potential strategies to retool our racial emotive order as well as our racial selves. I end my address urging White sociologists to acknowledge the significance of racism in sociology and the emotions it engenders and to work to advance new personal and organizational anti-racist practices.

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Section: Building Blocks For Theorizing Racialized Emotionsmentioning

confidence: 99%

Feeling Race: Theorizing the Racial Economy of Emotions

2019

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“…There is consensus within education and social work scholarship that the very nature of teaching about race and oppression is likely to evoke strong emotions, strongly held opinions, and create conflict (Abrams & Gibson, 2007;Jeyasingham, 2012;Hikido & Murray, 2016;Matias et al, 2016). The fields of sociology and education have a long history of dealing with issues of race and racism that can be incorporated into social work education (see Adams & Bell, Eduardo Bonilla-Silva, and Eileen O'Brien).…”

Section: Social Work Education and Teaching Racementioning

confidence: 99%

“…Social workers need to be cognizant of the differential effect of social policies that disadvantage Communities of Color while benefiting others. However, scholars suggest educators and students alike report feeling uncertain, insecure, angry, and other negative sensations when engaging with race-specific content and whiteness in the classroom (Jones, 2008;Matias et al, 2016;Mensah Moore, 2016;Quaye, 2012Quaye, , 2014Robbins & Jones, 2016;Robbins, 2017;Tatum, 1992). Robbins and Jones (2016) reported many educators have difficulty overcoming student resistance when discussing racial content.…”

Section: Working Amidst Discomfortmentioning

confidence: 99%

Teaching Race and Racism in Social Work Education

Perez

2021

Teaching and Learning for Social Justice and Equity in Higher Education

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Cultural Competence As defined by CSWE refers to the ability to integrate and apply social work knowledge, values, and skills to practice situations in a "purposeful, intentional, and professional manner to promote human and community well-being" (CSWE, 2015, p. 6). Institutional RacismIs defined as norms, policies, laws, and rules that advantage White people as a whole and oppress Communities of Color. This type of racism seeks to maintain the existing power structure thus benefitting White communities often at the expense of Communities of Color.

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“…Certainly, teacher education research has progressed in its critical attention to the role of Whiteness in shaping teachers' learning experiences (Hytten & Warren, 2003;Matias et al, 2017;Picower, 2009). However, more work is needed that explicitly examines how White supremacy as a political system influences the experiences of teachers and TEs even as, or perhaps precisely when, TEs aim to disrupt patterns of inequality by building teachers' racial knowledge.…”

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confidence: 99%

White Supremacy and Teacher Education: Balancing Pedagogical Tensions When Teaching about Race

Enumah

2021

Teachers College Record: The Voice of Scholarship in Education

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Context University-based teacher education programs are increasingly committed to teaching about race and racism, but programs continue to face challenges in preparing justice-oriented educators. Critical scholarship on teaching about race and racism has identified some core concepts that teachers should learn, including an understanding of systemic racism. A deeper understanding of the structure and function of White supremacy as a system, specifically as it operates within teacher education as a social institution, can provide insight about the challenges faced by teacher educators (TEs) who teach about race and racism. Drawing from articulations of the characteristics of White supremacy, the author identifies operant mechanisms of White supremacy in teacher education. Purpose This article offers a framework for the logic of White supremacy as consisting of three core concepts: (1) the logic of racialized distribution of power; (2) the logic of intentional White ignorance and historical erasure; and (3) the logic of dehumanization of people of color through violence and White cultural hegemony. The study examined the tensions that emerge for teacher educators who aim to teach teachers to disrupt White supremacy but are working from within White supremacist institutions. Research Design The theoretical framework was used to examine emerging tensions experienced by TEs in a cross-institutional qualitative study that used phenomenological methods. Data were collected from teacher educators across multiple institutions and included interviews, classroom artifacts, and focus groups. Findings Findings aligned to the White supremacy framework. Tensions related to the racial distribution of power focused on differentiated support for teacher candidates (TCs) of color and navigating moments of racial tension. Tensions related to White ignorance and erasure centered on responding to White students’ resistance decentering Whiteness. Finally, tensions related to dehumanization of people of color focused on challenging deficit ideologies. Recommendations The findings suggest that being open to and conscious of these tensions through critical reflection can be productive for teacher educators. More research is needed that considers the distinct needs of TCs of color and White TCs when learning about race and racism. In addition, further research can apply the logic of White supremacy in cross-institutional studies and continue to engage TEs as participants to explore linkages between interpersonal and institutional effects of White supremacy in other contexts.

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The Twin Tales of Whiteness: Exploring the Emotional Roller Coaster of Teaching and Learning about Whiteness

Cited by 24 publications

References 14 publications

Feeling Race: Theorizing the Racial Economy of Emotions

Feeling Race: Theorizing the Racial Economy of Emotions

Teaching Race and Racism in Social Work Education

White Supremacy and Teacher Education: Balancing Pedagogical Tensions When Teaching about Race

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