White imagination, Black reality: recentering critical race theory in critical whiteness studies

2022 ◽  
pp. 1-9
Author(s):  
Benjamin Blaisdell ◽  
Ronda Taylor Bullock
Keyword(s):  
Critical Race Theory ◽  
Whiteness Studies ◽  
Critical Race ◽  
Race Theory ◽  
Critical Whiteness Studies ◽  
Critical Whiteness

scholarly journals A WHITE PALETTE GATHERING

2021 ◽  
Vol 6 (1) ◽  
pp. 103-131
Author(s):  
Karen McGarry
Keyword(s):  
Critical Race Theory ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Research Approach ◽  
Critical Race ◽  
Race Theory ◽  
Critical Whiteness Studies ◽  
White Teacher ◽  
Critical Whiteness ◽  
Blank Slate

Storytelling, a tenet of Critical Race Theory, offers a distinct approach for researchers engaging in narrative inquiry. This article models a fiction as research approach for creating a literature synthesis as a pedagogical strategy for teacher educators and pre-service teachers. The white palette refers to a painting palette, a blank slate or canvas, often considered neutral ground. Whiteness, however, is not neutral and this one-act conversation centers on examining whiteness as it impacts my role as a white teacher educator. The production, players, and script developed out of salient literature inclusive of Critical Race Theory, Art Education, and Critical Whiteness Studies. I am both author and a participant in this story. In this capacity, I disclose the impacts of the literature on my white teacher educator identity and reveal how I created arts-based data artifacts to evidence the overall story.

scholarly journals Introduction

2021 ◽  
Vol 39 (2) ◽  
pp. 1-25
Author(s):  
Mathilde Cohen ◽  
Sarah Mazouz
Keyword(s):  
Critical Race Theory ◽  
Whiteness Studies ◽  
Special Issue ◽  
North African ◽  
Race Theory ◽  
Critical Whiteness Studies ◽  
The Past ◽  
Critical Whiteness ◽  
Overseas Territories ◽  
Global And Local

France is an overwhelmingly majority-White nation. Yet the French majority is reluctant to identify as White, and French social science has tended to eschew Whiteness as an object of inquiry. Inspired by critical race theory and critical Whiteness studies, this interdisciplinary special issue offers a new look at White identities in France. It does so not to recenter Whiteness by giving it prominence, but to expose and critique White dominance. This introduction examines the global and local dimensions of Whiteness, before identifying three salient dimensions of its French version: the ideology of the race-blind universalist republic; the past and present practice of French colonialism, slavery, and rule across overseas territories; and the racialization of people of Muslim or North African backgrounds as non-White.

Including Critical Whiteness Studies in the Critical Human Resource Development Family: A Proposed Theoretical Framework

2019 ◽  
Vol 69 (4) ◽  
pp. 315-337 ◽  
Author(s):  
Jeremy W. Bohonos
Keyword(s):  
Critical Race Theory ◽  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Theoretical Framework ◽  
Whiteness Studies ◽  
Critical Whiteness Studies ◽  
Organizational Settings ◽  
Legal Studies ◽  
Critical Whiteness

While the human resource development (HRD) literature has made strides to incorporate critical race theory, critical Whiteness studies has not been substantively addressed. White experiences need to be incorporated into organizational learning literature in racialized ways. Unpacking the racialized experiences of Whites in organizational settings is important because it challenges the often-unstated assumption that White experiences are normal and neutral. The uncritical centering of Whiteness is part of what makes the marginalization of racialized others possible, and critical Whiteness studies research seeks to contribute to the decentering process. This article integrates literature exploring racialized White experiences from disciplines, including history, sociology, theology, and legal studies within an existing framework for HRD. This research will place special emphasis on aspects of critical Whiteness that relate to the workplace. The purpose of this article is to advance a theoretical framework that will enhance HRD’s capacity for research and action pertaining to workplace racism.

Venus, Serena, and the Women’s Tennis Association: When and Where “Race” Enters

2005 ◽  
Vol 22 (3) ◽  
pp. 255-281 ◽  
Author(s):  
Delia D. Douglas
Keyword(s):  
Daily Life ◽  
Whiteness Studies ◽  
Critical Race ◽  
Cultural Meanings ◽  
Critical Whiteness Studies ◽  
Sport Event ◽  
Critical Whiteness ◽  
Structures Of Feeling ◽  
Professional Tennis ◽  
Raymond Williams

By 2002 Venus and Serena Williams were the top two women players on the women’s professional tennis tour. Nevertheless, despite their spectacular success, there has been a decidedly ambivalent tenor toward their accomplishments. Applying Raymond Williams’ concept of “structures of feeling,” this essay considers how dominant cultural meanings and values are taken up and expressed through the atmosphere produced at a sport event. Drawing on the insights offered by critical race scholarship and critical whiteness studies, the following discussion examines the character and significance of the atmosphere produced at two tournaments (Indian Wells, CA, in 2001 and the French Open in 2003) in order to understand how white racial subjectivities are conceived and communicated in daily life.

A Case for Decentering Whiteness in Education

2018 ◽  
Vol 41 (1-2) ◽  
pp. 19-34
Author(s):  
Jamie Utt
Keyword(s):  
Critical Race Theory ◽  
White Students ◽  
Students Of Color ◽  
Ethnic Studies ◽  
Traditional Curriculum ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Cultural Wealth ◽  
Critical Whiteness ◽  
Social Studies Textbooks

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

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