Unmasking white fragility: how whiteness and white student resistance impacts anti-racist education

Evans‐Winters, Venus E.; Hines, Dorothy E.

doi:10.1080/23793406.2019.1675182

Cited by 50 publications

(25 citation statements)

References 28 publications

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“…However, intersectional reflexivity can be complicated and often an uncomfortable process even for the most critically minded therapists, as Watt (2007) defines in the Privileged Identity Model. The unraveling of layers of white privilege can involve emotional pain for white people (Evans-Winters & Hines, 2020;Ringrose, 2007;Todd et al, 2010). White Fragility, a term coined in 2011, posits that for many reasons (mostly centered around protecting their self-concept and self-worth), it can sometimes be difficult for white people to appreciate the impact of continental ancestry and migration background in reflections on social identity (DiAngelo, 2011(DiAngelo, , 2018.…”

Section: Intersectional Reflexivitymentioning

confidence: 99%

Deconstructing institutional racism and the social construction ofwhiteness: A strategy for professional competence training in culture and migration mental health

Lazaridou

Fernando

2022

Transcult Psychiatry

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The position presented in this article draws on the professional insights of the authors, reflecting on issues of global political importance in culture and migration mental health. As institutional theory perspectives continue to develop, solutions to complex social problems such as racism require embodied knowledge if the lines of authority and basic occupational routines are to be meaningfully renegotiated. Embodied knowledge is socially situated and self-reflexive and reflects cumulative and marginalized experiences that contribute to a better understanding of institutional racism and the social construction of whiteness. The authors foreground the development of critical consciousness and emotional literacy in order to be more professionally competent in institutional contexts of mental health training, education and practice. To this end, elements of due process, transparency, inclusiveness, community engagement and accountability are at the center of a political and intellectual movement towards epistemological justice to promote antiracism and social justice in culture and migration mental health. The authors define decolonial intersectionality as a clear philosophical vision outlining how best to respond to those at risk of experiencing racism and the associated mental health burdens.

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Section: Intersectional Reflexivitymentioning

confidence: 99%

Deconstructing institutional racism and the social construction ofwhiteness: A strategy for professional competence training in culture and migration mental health

Lazaridou

Fernando

2022

Transcult Psychiatry

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“…From this vantage point, we consider the anti-CRT movement the new iteration of the same old racist rhetoric, believing that racial equity and White existence are inherently incompatible, and cannot be transformed through antiracist efforts. We posit that these emotions inform societal expectations regarding race relations, with the idea that we live in a post-racial society where racism is understood through the lens of false equivalences, individualistic behaviors, and victim blaming (DiAngelo, 2018;Evans-Winters & Hines, 2020).…”

Section: Emotionalities Of Whitenessmentioning

confidence: 99%

“…As a part of the racial contract, white emotionalities often set the terms of engagement between faculty of color and White students. For example, white pre-service teachers have been found to actively reject equity-oriented curricula and the teaching of faculty of color (Evans-Winters & Hines, 2020). Researchers also finds that White students exercise power and privileges to avoid such curriculum in principal preparation programs, which then leads to similar avoidances in PK-12 schools where they report emotionalities of fear and insecurities when confronting race and gender inequities (Diem & Carpenter, 2013).…”

Section: The Challenge Of the Racial Contract In Postsecondary Educationmentioning

confidence: 99%

Anti-Critical Race Theory Movement in Postsecondary Education: Faculty Expectations Confronting Emotionalities of Whiteness

Liou¹,

Alvara²

2021

johepal

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This self-narrativization study investigates two university faculty members' perceptions of their online classroom in the context of the anti-critical race theory (CRT) policies in the United States. After one semester of data collection and analysis, three thematic narratives emerged showing faculty perceptions of online students' behaviors in a graduate course where anti-CRT sentiments had an influence on student learning: (1) Sense of white victimhood; (2) Race deflections, control, and emotional detour, and (3) Faculty response to students' ideological echo chambers. Faculty perceptions suggest that these patterns of online learning were the consequence of emotionalities of whiteness, where White anti-CRT students actively resisted the course curriculum in an effort to default into an emotional state of race-neutrality, reinforcing the racial contract as the basis for their preparation as future PK-12 school principals. Leaders of postsecondary education must confront the emotionalities of whiteness. Inactions to stand firm on antiracism can embolden racism deniers to weaponize CRT to arbitrarily stop intellectual pursuits related to social injustices.

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“…Teacher education continues to center the needs, preparation, and humanity of White teachers (Milner et al, 2013). Beyond the dismal number of teacher educators of Color, the literature relays the disturbing presence of institutional racism in sites of teacher education (Souto-Manning, 2019b), which takes the form of hostility toward teacher educators of Color, who are often presumed incompetent, evaluated unfairly, and forced to withstand microaggressions by colleagues and students (e.g., Dixson & Dingus, 2007;Evans-Winters & Hines, 2020). Philip and Brown (2020) warn that "the push for diversifying the teaching force must be scrutinized within the context of larger patterns and structures of racial injustice" (p. 3).…”

Section: Racism And/in Teacher Educationmentioning

confidence: 99%

On the Mis-Education of Teachers of Color: A Letter to Teacher Educators

Collective

Souto‐Manning

2021

Journal of Teacher Education

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Although teacher education researchers have long claimed their commitment to successfully preparing teachers to educate students of Color—a growing majority in U.S. schools—notably absent from their attempts are the voices of teachers of Color. This silence often results in pathological portrayals, positioning teachers of Color as the problem while obscuring the pervasive, problematic, and harmful Whiteness of teaching and teacher education. In this context, inspired by James Baldwin’s letter-essays and centering truthtelling as theoretical framework, eight tenured New York City public school teachers of Color and a teacher educator of Color engaged in collective analysis of a truthtelling exercise focused on what practitioners and institutions of teacher education can and should learn from teachers of Color to develop an antidote to the overwhelming Whiteness of teaching and teacher education, which has been shown to disproportionately disadvantage students of Color. Herein, we offer a composite counter-story—a letter to White teacher educators and, in fact, teacher educators of any racial identification who are in any way aligned with protecting and upholding Whiteness—revisiting our own nuanced memories of becoming and being teachers, unveiling teacher education’s epistemic violence, and issuing a call to action.

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Unmasking white fragility: how whiteness and white student resistance impacts anti-racist education

Cited by 50 publications

References 28 publications

Deconstructing institutional racism and the social construction ofwhiteness: A strategy for professional competence training in culture and migration mental health

Deconstructing institutional racism and the social construction ofwhiteness: A strategy for professional competence training in culture and migration mental health

Anti-Critical Race Theory Movement in Postsecondary Education: Faculty Expectations Confronting Emotionalities of Whiteness

On the Mis-Education of Teachers of Color: A Letter to Teacher Educators

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