Being white, being good: white complicity, white moral responsibility and social justice pedagogy

Hall, Marcella Runell

doi:10.1080/03057240.2011.619337

Cited by 17 publications

(78 citation statements)

References 2 publications

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“…Failing to do so would have meant ignoring the complexity of kinship relations and how they connect peoples and place through networks of reciprocity and responsibility (Dudgeon & Bray, 2019;Kwaymullina, 2016;Peredo & Chrisman, 2006;Peredo & McLean, 2010;Yunkaporta, 2019). However, in acknowledging the crucial importance of kinship relations in our case we also acknowledge the boundaries of our knowing and the limitations of our subject position because we are located outside these kinship systems (Applebaum, 2010;Kwaymullina, 2016).…”

Section: Discussionmentioning

confidence: 92%

“…Influenced by Indigenous knowledges that all things are connected, we adopted a methodological approach which focused on the relationship between humans and non-human elements. We have also been conscious of our own embedded context and position of privilege, asking ourselves how is it that we are speaking (Applebaum, 2010;Ford, Harding, & Learmonth, 2010) and, in response, have used techniques of storytelling to weave a narrative that does not seek to foreclose further understandings but creates one space, one story among many, for understanding the stories of others.…”

Section: Discussionmentioning

confidence: 99%

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‘We’re Not a White Fella Organization’: Hybridity and friction in the contact zone between local kinship relations and audit culture in an Indigenous organization

Cutcher

Dale

2022

Organization Studies

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Our paper contributes to studies of Indigenous organizing and organizations. We draw on Indigenous knowledge which recognises that everything is connected within networks of relationships (Yunkaporta, 2019; Kwaymullina, 2016) to extend post-colonial theory on hybridity (Bhabha, 1994). Our case study research with Australia’s only Indigenous-owned credit union identifies how hybridity is co-constituted through ‘friction’ (Tsing, 2005) in the ‘contact zone’ (Pratt, 2007) where local kinship relations and audit practices meet and grapple. Focusing on the ‘contact zone’ allows us to better understand the everyday organizing that produces hybridity. We build on existing work on hybridities in organizations which predominately focus on issues of language and knowledge by focusing on the organizational interactions themselves, especially the embedded interactions between humans and objects. Seeing these interactions as ‘friction’ means not trying to solve or dissolve them – but to acknowledge them as lived realities of an Indigenous organization.

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Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

‘We’re Not a White Fella Organization’: Hybridity and friction in the contact zone between local kinship relations and audit culture in an Indigenous organization

Cutcher

Dale

2022

Organization Studies

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“…8. For an approach to racial justice education that highlights epistemic agents' forward-looking responsibility, see also Applebaum (2010). 9.…”

Section: Conclusion: Mills' Legacy For Educationmentioning

confidence: 99%

Structural white ignorance and education for racial justice

Nikolaidis

2023

Theory and Research in Education

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While white ignorance is primarily produced and reproduced through social-structural processes, philosophy of education scholarship has focused on agent-centered educational solutions. This article argues that agent-centered solutions are ineffective and that education for disrupting white ignorance must be structure-centered. Specifically, the article contends that (1) social-structural processes often render being in a state of white ignorance reasonable and that (2) assigning white ignorant agents individual responsibility for overcoming their ignorance is often unreasonable. Consequently, epistemic virtue-based approaches to education are insufficient and inappropriate. Instead, the author proposes prioritizing political forms of education. This includes educating students on how to participate in political action and using political action to educate the public.

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“…Events that use this pedagogy typically include one-time events (e.g., "privilege walks, " "tunnel of oppression") in which White students learn at the expense of working-class students or Students of Color or which they use to check a box of "understanding" (Ashlee et al, 2020). Additionally, technical approaches can act as means of lowering tension when faced with making real change (Heifetz et al, 2009), which potentially perpetuates white comfort over directly addressing racism (Abioye & Sasso, 2023;Applebaum, 2010;Sasso et al, 2022).…”

Section: Avoid Technical Approachesmentioning

confidence: 99%

Saying the right thing, doing the white thing: Perpetuating the enlightenment narrative in White undergraduate student leaders

Sasso¹,

Marcy²

2023

JCAPS

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This phenomenological qualitative study explored the ways undergraduate student leaders engaged in the enlightenment narrative. Eighteen White student leaders from seven higher education institutions were interviewed. Participants engaged in frontstage performances of inclusion by “saying the right thing” to maintain ownership of their leadership positions and differentiate themselves from white peers through a white savior complex. When asked to clarify, they revealed private sentiments of dispossession and fear that some campus equity efforts threatened their leadership positions. This revealed ways in which participants undermined their initial rhetoric of inclusion through “doing the white thing.” Implications using Adaptive Leadership theory are provided to suggest how student involvement professionals can challenge White student leaders to confront their own Whiteness and counter forms of white supremacy.

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Being white, being good: white complicity, white moral responsibility and social justice pedagogy

Cited by 17 publications

References 2 publications

‘We’re Not a White Fella Organization’: Hybridity and friction in the contact zone between local kinship relations and audit culture in an Indigenous organization

‘We’re Not a White Fella Organization’: Hybridity and friction in the contact zone between local kinship relations and audit culture in an Indigenous organization

Structural white ignorance and education for racial justice

Saying the right thing, doing the white thing: Perpetuating the enlightenment narrative in White undergraduate student leaders

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