White Reign: Deploying Whiteness in America

Gunkel, Steven E.; Kincheloe, Joe L.; Steinberg, Shirley R.; Rodriguez, Nelson M.; Chennault, Ronald E.

doi:10.2307/1318794

Cited by 57 publications

(4 citation statements)

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“…Specifically, Mitchell (2015) found that sustained community engagement connected to the curriculum (but beyond the classroom) and a multi-semester cohort approach, allows students to grapple with social justice questions and challenge one another, have a lasting impact on students' capacity to create social change and understand themselves as change agents. Additional literature on anti-racist and critical approaches have considered the power relationships that maintain dominant educational systems, normalizing Whiteness (Kishimoto, 2018;Kincheloe et al, 2000).…”

Section: Review Of the Literature: What Do We Mean By Civic Learning ...mentioning

confidence: 99%

Title Pending 5135

2023

Michigan Journal of Community Service Learning

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This article argues that current approaches to civic learning tend to normalize Whiteness. It describes how a team in Massachusetts developed a framework for civic learning through a lens of racial equity and provided professional development opportunities based on this framework. Civic learning for a multiracial democracy cannot be done in a manner that fails to embrace the cultural wealth and lived experiences of all students. The approach described in this article offers an alternative way of thinking about civic learning that can inform other efforts or be replicated in other locations.John Dewey (1916Dewey ( /1980 famously said, "Democracy has to be reborn every generation, and education is its midwife" (p. 139). Accordingly, a long line of educators and political leaders have called on systems of education to foster the development of knowledge and skills needed for democratic participation along with a commitment to the common good that grounds a wise use of that learning. A resurgence of attention to this public purpose in higher education was kindled by the American Association of College and Universities (AAC&U) release in 2012 of A Crucible Moment: College Learning & Democracy's Future (National Task Force).However, the vast majority of this work on civic learning and student civic identity formation has been done by White teachers and scholars, thinking all too often about the experiences and perspectives of predominantly White students. How would our thinking about this work shift if we looked at it through a lens of racial equity, taking the experiences and charting the trajectories of students who identify as BIPOC (Black, Indigenous, and People of Color) as centrally as we do the learning processes of White students? How would a race-conscious approach-which intentionally considers the assets and educational needs of both BIPOC and White students rather than a colorblind approach-help us identify ways to address the resulting racial disparities?The project presented here embraces these questions and contributes a framework for civic learning developed through a lens of racial equity; it also provides an overview of how the framework was used to support professional development opportunities for faculty, staff, and administrators across Massachusetts. The overarching

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Section: Review Of the Literature: What Do We Mean By Civic Learning ...mentioning

confidence: 99%

Title Pending 5135

2023

Michigan Journal of Community Service Learning

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“…The concept of White privilege has specifically been used to critically analyze processes of racism in educational spaces (Apple 1998, Leonardo 2009, with some arguing for a critical pedagogy of Whiteness (Giroux 1997b, Marx & Pennington 2010. Critical Whiteness studies has been used significantly in the field of education to challenge the structures that reproduce White supremacy and White privilege (Allen 2002;Apple 1998;DiAngelo 2006;Gillborn 2005Gillborn , 2008Giroux 1997a,b,c;Lee 2005;Leonardo 2009;McLaren 1995McLaren , 1997McIntyre 1997;Sheets 2000;Sleeter 1995Sleeter , 1996. Critical Whiteness pedagogy aims to deconstruct, challenge, and transform Whiteness .…”

Section: Whiteness White Privilege and Educationmentioning

confidence: 99%

Critical Race Theory: Confronting, Challenging, and Rethinking White Privilege

Bhopal

2023

Annu. Rev. Sociol.

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The term “White privilege” has been used to denote specific privileges that White groups possess due to their Whiteness and White identity. In this article, firstly, I outline how, as a conceptual tool, White privilege can only be understood in relation to Critical Race Theory, specifically the notion that racism is central and endemic, through Whiteness as property and interest convergence. Secondly, I analyze the development of White privilege and provide ways forward for the use of the term, and thirdly, I use examples from higher education to outline how White privilege works in terms of the construction of knowledge, the prioritization of gender above race, and the fact that policy making is designed to protect White identities to uphold a hegemonic system of White supremacy.

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“…These lenses are useful in explaining how oppression is intersectional, multidimensional, multisystemic, institutional, historical and self‐perpetuating 15 . However, these lenses do not address the all‐encompassing pervasive force that influences various components of education, including pedagogical strategies and teaching, 21 faculty experiences in higher education, 22 curriculum 23 and assessment development 24 . Unlike these other theories, whiteness theory allows researchers to interrogate the structures that produce White privilege and allow White perspectives to take hold.…”

Section: Introductionmentioning

confidence: 99%

Whiteness theory and the (in)visible hierarchy in medical education

et al. 2023

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ContextThe theory of whiteness in medical education has largely been ignored, yet its power continues to influence learners within our medical curricula and our patients and trainees within our health systems. Its influence is even more powerful given the fact that society maintains a ‘possessive investment’ in its presence. In combination, these (in)visible forces create environments that favour White individuals at the exclusion of all others, and as health professions educators and researchers, we have the responsibility to uncover how and why these influences continue to pervade medical education.ProposalTo better understand how whiteness and the possessive investment in its presence create (in)visible hierarchies, we define and explore the origin of whiteness by examining whiteness studies and how we have come to have a possessive investment in its presence. Next, we provide ways in which whiteness can be studied in medical education so that it can be disruptive.ConclusionWe encourage health profession educators and researchers to collectively ‘make strange’ our current hierarchical system by not just recognising the privileges afforded to those who are White but also recognising how these privileges are invested in and maintained. As a community, we must develop and resist established power structures to transform the current hierarchy into a more equitable system that supports everyone, not just those who are White.

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White Reign: Deploying Whiteness in America

Cited by 57 publications

References 0 publications

Title Pending 5135

Title Pending 5135

Critical Race Theory: Confronting, Challenging, and Rethinking White Privilege

Whiteness theory and the (in)visible hierarchy in medical education

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