Race, Whiteness, and Education

Leonardo, Zeus

doi:10.4324/9780203880371

Cited by 788 publications

(627 citation statements)

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“…7. NOTES 1 It has been argued that Marx himself demonstrated considerably more complexity than is sometimes evident in work done by those who claim his legacy (Leonardo, 2009;Mills, 2009). 2 I use the term 'minoritised' in preference to the more usual 'minority ethnic' because the former draws attention to the social processes by which particular groups are defined as lesser or outside the mainstream.…”

Section: Resultsmentioning

confidence: 96%

The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence

Gillborn

2010

British Journal of Educational Studies

104

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This paper argues that race and class inequalities cannot be fully understood in isolation: their intersectional quality is explored through an analysis of how the White working class were portrayed in popular and political discourse during late 2008 (the timing is highly significant). While global capitalism reeled on the edge of financial melt-down, the essential values of neo-liberalism were reasserted as natural, moral and efficient through two apparently contrasting discourses. First, a victim discourse presented White working people, and their children in particular, as suffering educationally because of minoritised racial groups and their advocates. Second a discourse of degeneracy presented an immoral and barbaric underclass as a threat to social and economic order. Applying the 'interestconvergence principle', from Critical Race Theory, the discourses amount to a strategic mobilisation of White interests where the 'White, but not quite' status of the working class (Allen, 2009) provides a buffer zone at a time of economic and cultural crisis which secures societal White supremacy and provides a further setback to progressive reforms that focus on race, gender and disability equality. The existence of poor Whites, therefore, is not only consistent with a regime of White supremacy -they are actually an essential part of the processes that sustain it.

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Section: Resultsmentioning

confidence: 96%

The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence

Gillborn

2010

British Journal of Educational Studies

104

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“…Children of color, most often attending urban schools, are consistently overrepresented in special education (Scott and Blanchett 2011) underrepresented in gifted programs (Ford 2013) and disproportionately represented in discipline referrals (Brooks et al 1999; Race Matters for Juvenile Justice 2013). If we are sincere in our efforts to facilitate critical actions to address these problems, then exploring whiteness or the implicit normalization of the oppression of people of color (Leonardo 2009), is an essential part of the discussion in redefining and rethinking the role racism plays in our discourses and practices around early childhood and urban teacher education With these concerns in mind, we wondered when and how children and young adults manifest and draw upon deeply and implicitly socialized views of race and racism? We sought solutions about how we might create spaces for young children and young adults to recognize, examine, challenge, and interrupt biases which may have been building throughout their lives.…”

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confidence: 99%

Reifying and Resisting Racism from Early Childhood to Young Adulthood

Nash

Miller

2014

Urban Rev

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This article explores parallel findings from two critical ethnographies (Miller in Whiteness, discourse, and early childhood: an ethnographic study of three young children's understandings about race in home and community settings. University of South Carolina, Columbia, 2012; Nash in Blinded by the white: foregrounding race and racism in a literacy course for preservice teachers. University of South Carolina, Columbia, 2012) of white early childhood teacher educators using a critical race stance as they researched race and racism in two contexts: an early childhood education course and home and community settings with the author's own three young children. In each context, the researchers/authors found that participants used discourse to both resist and reify racism. The authors share these findings, offering implications and questions for critical reframing of the socially and historically located meanings of race and racism in early childhood education and teacher education.The teacher education field is rife with promises and commitments to challenging inequities and promoting teaching excellence in diverse, urban settings. Current accreditation and licensure policies mandating attention to issues of diversity have resulted in a sprinkling of courses in urban education, culturally relevant pedagogy, revisions of mission statements, and increased attention to diverse field placements

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“…Because most new teachers identify as white, one pervasive and often unacknowledged kind of power and privilege that must be included in the development of Critical Language Awareness for teaching is white privilege (Kendall, 2013;Leonardo, 2009;Liggett, 2014;McIntosh, 1988) or what is sometimes referred to as "epistemological racism" (Kubota & Lin, 2009). Exploring issues of white privilege is essential "to prepare students for citizenship in a deliberative democracy, [and] to develop their capacity to understand different perspectives" (Liggett, 2014, p. 2).…”

Section: Research On Teachers' Sociolinguistic Content Knowledgementioning

confidence: 98%