DIVA collection of anti-racist, critical essays on the specific (localized) constructions of whiteness, white identities and white privilege edited by the author of the very successful White Women, Race Matters (U. Minn.)/div
Displacing Whiteness makes a unique contribution to the study of race dominance. Its theoretical innovations in the analysis of whiteness are integrated with careful, substantive explorations of whiteness on an international, multiracial, cross-class, and gendered terrain. Contributors localize whiteness, as well as explore its sociological, anthropological, literary, and political dimensions. Approaching whiteness as a plural rather than singular concept, the essays describe, for instance, African American, Chicana/o, European American, and British experiences of whiteness. The contributors offer critical readings of theory, literature, film and popular culture; ethnographic analyses; explorations of identity formation; and examinations of racism and political process. Essays examine the alarming epidemic of angry white men on both sides of the Atlantic; far-right electoral politics in the UK; underclass white people in Detroit; whiteness in "brownface" in the film Gandhi; the engendering of whiteness in Chicana/o movement discourses; "whiteface" literature; Roland Barthes as a critic of white consciousness; whiteness in the black imagination; the inclusion and exclusion of suburban "brown-skinned white girls"; and the slippery relationships between culture, race, and nation in the history of whiteness. Displacing Whiteness breaks new ground by specifying how whiteness is lived, engaged, appropriated, and theorized in a range of geographical locations and historical moments, representing a necessary advance in analytical thinking surrounding the burgeoning study of race and culture. Contributors. Rebecca Aanerud, Angie Chabram-Dernersesian, Phil Cohen, Ruth Frankenberg, John Hartigan Jr., bell hooks, T. Muraleedharan, Chéla Sandoval, France Winddance Twine, Vron Ware, David Wellman
Much attention has been paid to race in the Canadian metropolis, but how are the workings of whiteness manifested in the rural-urban? White Space analyzes the dominance of whiteness in the Okanagan Valley of British Columbia to expose how this racial notion sustains forms of settler privilege today. Contributors to this perceptive collection critique the cultural economics of whiteness and white supremacy. The first half documents the historical construction of whiteness: how settlers and their ancestors have sought to exalt pioneers by erasing non-whites from the region’s heritage while Indigenous people resist this white-out. The second half explores the persistence of whiteness as an organizing principle in the neoliberal deindustrialized present. White Space moves beyond appraising whiteness as if it were a solid and unshakable category. Instead it offers a powerful demonstration of how the concept can be re-envisioned, resisted, and reshaped in contexts of economic change.
First published in 1977, Portraits of White Racism advanced a distinctively sociological theory of racism. Based on five case histories, it critically assessed the prevailing social-psychological paradigm that equated racism with prejudice and provided an alternative interpretation. Racism, the book argued, could be understood as a culturally sanctioned strategy for defending social advantage based on race; it was not simply the product of psychological abnormalities. In this revised edition the theoretical perspective is updated, taking into account recent theorising in the sociology of racism.
What is whiteness? What is gained by claiming it as a critical perspective in anti-racism work? How do whiteness studies both redeem and assert the white subject? Working through Whiteness explores these questions through essays by Canadian, American, British, and Australian scholars, reflecting the broad array of academic inquiry into whiteness in the areas of law, ethics, education, feminism, politics, psychology, sociology, criminology, and social geography. Rarely has knowledge of whiteness as the practice of social domination been drawn from this far and wide. By embracing the leading edge in critical theory, this book is a crucial addition to the growing literature on whiteness.
The White Possessive explores the links between race, sovereignty, and possession through themes of property: owning property, being property, and becoming propertyless. Focusing on the Australian Aboriginal context, Aileen Moreton-Robinson questions current race theory in the first world and its preoccupation with foregrounding slavery and migration. The nation, she argues, is socially and culturally constructed as a white possession. Moreton-Robinson reveals how the core values of Australian national identity continue to have their roots in Britishness and colonization, built on the disavowal of Indigenous sovereignty. Whiteness studies literature is central to Moreton-Robinson’s reasoning, and she shows how blackness works as a white epistemological tool that bolsters the social production of whiteness—displacing Indigenous sovereignties and rendering them invisible in a civil rights discourse, thereby sidestepping thorny issues of settler colonialism. Throughout this critical examination Moreton-Robinson proposes a bold new agenda for critical Indigenous studies, one that involves deeper analysis of how the prerogatives of white possession function within the role of disciplines.
Bringing together new articles and essays from the controversial Berkeley conference of the same name, The Making and Unmaking of Whiteness presents a fascinating range of inquiry into the nature of whiteness. Representing academics, independent scholars, community organizers, and antiracist activists, the contributors are all leaders in the “second wave” of whiteness studies who collectively aim to combat the historical legacies of white supremacy and to inform those who seek to understand the changing nature of white identity, both in the United States and abroad. With essays devoted to theories of racial domination, comparative global racisms, and transnational white identity, the geographical reach of the volume is significant and broad. Dalton Conley writes on “How I Learned to Be White.” Allan Bérubé discusses the intersection of gay identity and whiteness, and Mab Segrest describes the spiritual price white people pay for living in a system of white supremacy. Other pieces examine the utility of whiteness as a critical term for social analysis and contextualize different attempts at antiracist activism. In a razor-sharp introduction, the editors not only raise provocative questions about the intellectual, social, and political goals of those interested in the study of whiteness but assess several of the topic’s major recurrent themes: the visibility of whiteness (or the lack thereof); the “emptiness” of whiteness as a category of identification; and conceptions of whiteness as a structural privilege, a harbinger of violence, or an institutionalization of European imperialism. Contributors. William Aal, Allan Bérubé, Birgit Brander Rasmussen, Dalton Conley, Troy Duster, Ruth Frankenberg, John Hartigan Jr., Eric Klinenberg, Eric Lott, Irene J. Nexica, Michael Omi, Jasbir Kaur Puar, Mab Segrest, Vron Ware, Howard Winant, Matt Wray
White educators comprise between 85-92 percent of the current teaching force in the United States, yet in the race toward leaving no child behind, contemporary educational research often invests significant time and energy looking for ways to reach students who represent difference without examining the nature of those who do the work of educating the nation’s public school children. Educational research that has looked at racial identity is often void of earnest discussion of the identity of the teachers, how that identity impacts teacher beliefs about students and families, and ultimately how teachers frame their understanding of the profession. This book takes readers on a journey to explore the nature of pre-service teachers’ narratives as a means of better understanding racial identity and the way teachers enter the profession. Through a case study analysis approach, Examining White Racial Identity and Profession with Pre-service Teachers examines the nature of white racial identity as seen through the narratives of nine pre-service teachers as well as his own struggles with racial identity. This text draws on racial identity, critical race theory, and discourse and narrative analysis to reveal how participants in the study used discourse structures to present beliefs about race and their own understandings and ultimately how the teachers’ narratives display underdeveloped understandings of their choices to become educators. Fasching-Varner also critically examines his own racial identity auto-ethnographically, and ultimately proposes a new, non-developmental model for thinking about white racial identity. This text aims to help teacher educators and teachers to work against the privileges of whiteness so as to better engage students in culturally relevant ways.
Whiteness, Pedagogy, Performance is unique in bringing together these three important topics in the context of communication teaching and scholarship with an eye toward interdisciplinary perspectives. In fourteen chapters, the leading whiteness scholars in the field of communication analyze the process of teaching and learning and the complicated intersections of whiteness, racial identity, and cross-racial dialogue.