White innocence as an investigative frame in a schooling context

The Mañana Complex: A Revelatory Narrative of Teachers’ White Innocence and Racial Disgust Toward Mexican–American Children

“…Moreover, as the mañana complex is revelatory of teachers' racial disgust toward Mexican children, it also establishes teachers' sense of moral superiority and innocence (Orozco 2017). Thus, this complex is an overarching narrative reflective not just of the cultural misconceptions that White teachers in this study held of Mexican American children.…”

“…commonly held perspectives, depictions and associations) embodied within the mañana complex precipitate racial disgust for Mexican-American children among teachers (Matias and Zembylas 2014). Moreover, as this complex is revelatory of teachers' racial disgust toward Mexican children, it also establishes White teachers' sense of moral superiority and innocence (Orozco 2017). As such it represents an internalized, distinct, and enduring phenomenon socially constructed within teachers.…”

“…The idea of a lazy Mexican lies in contrast with narratives of the White settlers' work ethic, 2 innocence, and moral fortitude, all of which inform broader hegemonic discourse (Picower 2009). Scholars such as Orozco (2017) and Wekker (2016) have pointed out how a dehumanized portrayal of people of color lends itself to a juxtaposed image of White innocence.…”

“…2). Orozco (2017) urges those seeking to mitigate the marginalization and (mis)education of Mexican American children to dig deeper into White teacher identities. He states, "investigations of the schooling of people of color should assess how teachers and other school personnel utilize discourses such as White innocence and how such discourses (re)create inequitable schooling processes" (Orozco 2017, p. 10).…”

A Guide for Deconstructing Social Reproduction: PedagogicalConocimientoswithin the Context of Teacher Education

“…Such expectations have profound life-long effects making students feel disengaged with a long-term unequal distribution of sadness that burdens Chicanas/os where an unfulfilled desire to do well academically in schools fails them. The dominant curricula stifles dreams and diminishes aspirations, creating not only a depressive mindset but also increasing the educational disengagement of Chicanas/os [41,42,72].…”