Thinking Through a Pedagogy of Whiteness

Hytten, Kathy; Adkins, Amee

doi:10.1111/j.1741-5446.2001.00433.x

Cited by 40 publications

(17 citation statements)

References 6 publications

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“…Such normal conditions include carrying a baggage of avoidance and silence that accumulates in the psyche and profoundly impacts lives and institutions. Research in whiteness studies shows that tendencies to construct whiteness as normal create a limited and distorted vision which is itself oppressive and becomes a marker of racial superiority that is mostly invisible to whites (Hytten andAdkins 2001, Perry 2001). As Essed (1991: 288) suggests, everyday practices that are painful to racial (and other) minorities 'acquire meaning only in relation to the sum total of other experiences of everyday racism'.…”

Section: Framing the Question And Methodsmentioning

confidence: 98%

Getting beyond anaemic love: from the pedagogy of cordial relations to a pedagogy for difference

Keith

2010

Journal of Curriculum Studies

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The curricula teachers teach are intimately bound with who they are. The literature on multicultural and anti-oppressive education does not adequately examine teachers' emotions in this type of teaching and learning. What are the emotional subtexts that accompany classroom celebrations of diversity? What may help teachers engage in more courageous teaching that confronts resistance, is not afraid of conflict, and leads to genuine communication and learning across difference? The first question refers to what is termed here a pedagogy of cordial relations that is akin to anaemic love, whereas the second question alludes to a pedagogy for difference, which involves Self-Other transformation. The goal is to help educators recognize where they stand in terms of these two pedagogies and move towards the latter. This study uses inquiry methods and a sociopsychological theory of emotions in organizations to explore purposely selected narratives by white teachers of classroom critical incidents that bring hidden emotions into view.Three key moments are highlighted: coming to awareness of the hidden emotions that support cordial relations; translating such awareness into a transformed role for the teacher; and changing the classroom environment to foster this learning in students. This paper concludes with a thought experiment, whereby the knowledge gathered through this inquiry transforms one of these difficult moments, and with some reflections on policy.

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Section: Framing the Question And Methodsmentioning

confidence: 98%

Getting beyond anaemic love: from the pedagogy of cordial relations to a pedagogy for difference

Keith

2010

Journal of Curriculum Studies

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“…It generates uncomfortable silences, forms of resistance, degrees of hostility, and a host of other responses that many of us [instructors] would prefer to avoid" (p. 73). The solution, such as it is, should be to come to an awareness of the cultural and institutional nature of Whiteness that disenfranchises some and privileges others (structural racism) rather than exclusively focusing on personal expressions of racism (see Bérubé, 2001;Hytten & Adkins, 2002;Kivel, 2002;. It is also likely that Dominic's comments and behaviour were motivated by guilt.…”

Section: Privilege-"not Asked For"mentioning

confidence: 99%

Revisiting The Great White North?

Lund¹,

Carr²

2015

Transgressions

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This book series is dedicated to the radical love and actions of Paulo Freire, Jesus "Pato" Gomez, and Joe L. Kincheloe. TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATIONCultural studies provides an analytical toolbox for both making sense of educational practice and extending the insights of educational professionals into their labors. In this context Transgressions: Cultural Studies and Education provides a collection of books in the domain that specify this assertion. Crafted for an audience of teachers, teacher educators, scholars and students of cultural studies and others interested in cultural studies and pedagogy, the series documents both the possibilities of and the controversies surrounding the intersection of cultural studies and education. The editors and the authors of this series do not assume that the interaction of cultural studies and education devalues other types of knowledge and analytical forms. Rather the intersection of these knowledge disciplines offers a rejuvenating, optimistic, and positive perspective on education and educational institutions. Some might describe its contribution as democratic, emancipatory, and transformative. The editors and authors maintain that cultural studies helps free educators from sterile, monolithic analyses that have for too long undermined efforts to think of educational practices by providing other words, new languages, and fresh metaphors. Operating in an interdisciplinary cosmos, Transgressions: Cultural Studies and Education is dedicated to exploring the ways cultural studies enhances the study and practice of education. With this in mind the series focuses in a non-exclusive way on popular culture as well as other dimensions of cultural studies including social theory, social justice and positionality, cultural dimensions of technological innovation, new media and media literacy, new forms of oppression emerging in an electronic hyperreality, and postcolonial global concerns. With these concerns in mind cultural studies scholars often argue that the realm of popular culture is the most powerful educational force in contemporary culture. Indeed, in the twenty-first century this pedagogical dynamic is sweeping through the entire world. Educators, they believe, must understand these emerging realities in order to gain an important voice in the pedagogical conversation.Without an understanding of cultural pedagogy's (education that takes place outside of formal schooling) role in the shaping of individual identity -youth identity in particular -the role educators play in the lives of their students will continue to fade. Why do so many of our students feel that life is incomprehensible and devoid of meaning? What does it mean, teachers wonder, when young people are unable to describe their moods, their affective affiliation to the society around them. Meanings provided young people by mainstream institutions often do little to help them deal with their affective complexity, their difficulty negotiating the rift between meaning and affect. School knowledge a...

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“…Nevertheless, my race dominates among faculty, including all of us in social science. My race shapes my pedagogy, reinforcing the dominant white culture in ways I don't always see or acknowledge (see Hytten and Adkins 2001). This project received nothing but positive feedback from colleagues.…”

Section: Post-project Reflectionmentioning

confidence: 99%

Examining Race & Racism in the University: A Class Project

Vess

2016

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The rise of black consciousness through “Black Lives Matter” protests and recent events regarding police shootings of unarmed people of color have triggered a national dialogue on race, privilege, and discrimination. I structured my 400-level Race and Ethnicity course to build on the momentum of these conversations by incorporating a student-led race-centric research project whereby students learn and apply in-depth interview skills. Through this qualitative group project, students interviewed 31 members of the university community to investigate colorblindness, racial identity, privilege, racialized experiences, and institutional racism on their campus. In this article, I describe the project, and consider its strengths and limitations as a means of student learning about race, privilege, and discrimination in the U.S. today. I include student quotations gathered through final reflection papers to give voice to their experiences as well as a self-reflection of my experiences as part of this project, particularly as a white woman.

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Thinking Through a Pedagogy of Whiteness

Cited by 40 publications

References 6 publications

Getting beyond anaemic love: from the pedagogy of cordial relations to a pedagogy for difference

Getting beyond anaemic love: from the pedagogy of cordial relations to a pedagogy for difference

Revisiting The Great White North?

Examining Race & Racism in the University: A Class Project

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