scholarly journals Abolishing Whiteness

2021 ◽  
Vol 21 (2/3) ◽  
pp. 588-615
Author(s):  
Michele D. Hanna ◽  
Heather Arnold-Renicker ◽  
Barbara Garza
Keyword(s):  
Critical Race Theory ◽  
White Supremacy ◽  
People Of Color ◽  
Learning Needs ◽  
Theoretical Frameworks ◽  
White Studies ◽  
Critical White Studies ◽  
The Social ◽  
History Of ◽  
Construction Of Whiteness

The power, privilege, and oppression paradigm that most schools of social work currently espouse to are often taught through an experiential approach to whiteness, privileging the majority of white students with the opportunity to explore their white identity at the expense of the learning of the Black/Brown, Indigenous, People of Color (BIPOC) students in the classroom. Many BIPOC students experience these courses as a hostile environment, finding themselves and their racial group identified in contrast to whiteness – oppressed, marginalized, silenced, and powerless. This paper presents an innovative course outline using Critical Race Theory and Critical White Studies as theoretical frameworks to decenter whiteness and attend to the learning needs of BIPOC students. Using these two theoretical frameworks, students will learn the history of the racial hierarchy of humans; the social construction of whiteness, the evolution of anti-black racism and the extension to other people of color; and the relationship between white supremacy and racism.

Anti-Catholicism, Islamophobia, and White Supremacy in the United States

2021 ◽  
pp. 245-292
Author(s):  
Scott C. Alexander
Keyword(s):  
United States ◽  
Comparative Analysis ◽  
Social Construction ◽  
White Privilege ◽  
White Supremacy ◽  
The United States ◽  
The Social ◽  
The Us ◽  
History Of ◽  
Construction Of Whiteness

This essay applies an intersectional approach to the analysis of the history of anti-Catholicism and Islamophobia in the United States as manifestations of White supremacy. It offers a comparative analysis of these two phenomena in an attempt to suggest that a certain intersection exists between each and the social construction of Whiteness and the maintenance of White power and privilege in US American history. It concludes with observations on progress in the development of Catholic–Muslim relations through concerted efforts by the US Conference of Catholic Bishops and various US Muslim organizations, noting that the majority of Catholics in the United States have benefited from White privilege.

Teacher Education and Whiteness and Whiteness in Teacher Education in the United States

2017 ◽  
Author(s):  
Cheryl E. Matias ◽  
Naomi W. Nishi ◽  
Geneva L. Sarcedo
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
White Supremacy ◽  
The United States ◽  
People Of Color ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Preparation Programs ◽  
K 12 ◽  
The Impact

A litany of literature exists on teacher preparation programs, known as teacher education, and whiteness, which is the historical, systematic, and structural processes that maintain the race-based superiority of white people over people of color. The theoretical frameworks of Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) are used to explore whiteness and teacher education separately; whiteness within teacher education; the impact of teacher education and whiteness on white educators, educators of Color, and their students; and cautions and recommendations for teacher education and whiteness. Although teacher education and whiteness are situated within the current US sociopolitical context, the historical colonial contexts of other countries may find parallel examples of whiteness. Within this context, the historical purposes behind teacher education and the need for quality teachers in an increasingly diverse student population are identified using transdisciplinary approaches in CRT and CWS to define and describe operations of whiteness in teacher education. Particularly, race education scholars entertain the psychoanalytic, philosophical, and sociological ruminations of race, racism, and white supremacy in society and education to understand more fully how whiteness operates within teacher education. For example, an analysis of psychological attachments found in racial identities, particularly between whiteness and Blackness, helps to fully comprehend racial dynamics between teachers, who are overwhelmingly racially identified as white, and students, who are predominantly racially identified as of Color. Whiteness in teacher education, left intact, ultimately affects K-12 schooling and students, particularly students of Color, in ways that recycle institutionalized white supremacy in schooling practices. Acknowledging how reinforcing hegemonic whiteness in teacher education ultimately reifies institutional white supremacy in education altogether; implications and cautions as well as recommendations are offered to debunk the hegemonic whiteness that inoculates teacher education. Note: To symbolically reverse the racial hierarchy in our research, the authors opt to use lowercase lettering for white and whiteness, and to capitalize “people of Color” to recognize it as a proper noun along with Black and Brown.

Beyond Freedom's Reach: An Imperfect Centering of Women and Children Caught within Cuba's Long Emancipation and the Afterlife of Slavery

2019 ◽  
Vol 96 ◽  
pp. 122-144
Author(s):  
Karina L. Cespedes
Keyword(s):  
Nineteenth Century ◽  
Black Women ◽  
White Supremacy ◽  
African Women ◽  
People Of Color ◽  
Free People Of Color ◽  
Sexual Deviancy ◽  
The Social ◽  
Women And Children ◽  
Free People

AbstractThis article examines Cuba's long process of gradual emancipation (from 1868–1886) and the continual states of bondage that categorize the afterlife of Cuban slavery. The article addresses deferred freedom, re-enslavement, and maintenance of legal states of bondage in the midst of “freedom.” It contends with the legacy of the casta system, the contradictions within the Moret Law of 1870, which “half-freed” children but not their mothers, and it analyzes the struggle for full emancipation after US occupation, with the thwarted attempt of forming the Partido Independiente de Color to enfranchise populations of color. The article argues that the desire to control the labor of racialized populations, and in particular the labor of black and indigenous women and children, unified Cuban and US slaveholders determined to detain emancipation; and provides an analysis of the re-enslavement of US free people of color at the end of the nineteenth century, kidnapped and brought to the Cuba as a method of bolstering slavery. The article draws on the scholarship of Saidiya Hartman and Shona Jackson to provide an assessment of the afterlife of Cuban slavery, the invisibility of indigenous labor, the hypervisibility of African labor in the Caribbean deployed to maintain white supremacy, and it critiques the humanizing narrative of labor as a means for freedom in order to address the ways in which, for racialized populations in Cuba, wage labor would emerge as a tool of oppression. The article raises an inquiry into the historiography on Cuban slavery to provide a critique of the invisibility of indigenous and African women and children. It also considers the role and place of sexual exchanges/prostitution utilized to obtain freedom and to finance self-manumission, alongside the powerful narratives of the social and sexual deviancy of black women that circulated within nineteenth-century Cuba.

scholarly journals INCELS ON REDDIT: A STUDY IN SOCIAL NORMS AND DECENTRALISED MODERATION

2021 ◽  
Author(s):  
Rosalie Mary Gillett ◽  
Nicolas Suzor
Keyword(s):  
Social Norms ◽  
Cultural Change ◽  
Minority Groups ◽  
White Supremacy ◽  
Cultural Norms ◽  
Decentralised Systems ◽  
The Social ◽  
News Website ◽  
History Of ◽  
Social News

The social news website Reddit has a long history of hosting communities (‘subreddits’) that advocate or encourage white supremacy (Gillespie 2018), disparagement of minority groups (Topinka 2017), and violence against women (Massanari 2017). As a platform that relies heavily on volunteer moderators to self-govern the subreddits (Matias 2016), Reddit has been criticised for failing to adequately enforce its site-wide rules (Gillespie 2018). Incels—an internet subculture that ascribes to deeply misogynistic beliefs—grew in visibility when they developed subreddits on Reddit. After ongoing criticism and media attention about harmful behaviour of incels both on and off the platform, Reddit imposed escalating sanctions and ultimately banned the most visible of these subreddits over a period of several years. In this paper, we focus on the interaction between formal rules and social norms in incel and related subreddits. This paper aims to improve understanding about how problematic norms are contested in (partially-) decentralised systems of content moderation. We examine discourse about moderation to better understand the role of moderation teams in maintaining and changing social norms in their communities and to examine the interaction between these norms and both sitewide and subreddit-specific rules. Our analysis suggests that the threat of prohibition alone is unlikely to be sufficient to drive cultural change in problematic subreddits. We argue that content moderation is an insufficient frame to understand the regulation of harmful communities; real change requires addressing the underlying cultural norms rather than focusing on individual pieces of content.

Introduction

2019 ◽  
pp. 1-17
Author(s):  
Jelani M. Favors
Keyword(s):  
African Americans ◽  
White Supremacy ◽  
Cultural Nationalism ◽  
Black Colleges ◽  
Black Freedom Movement ◽  
The Social ◽  
Black Freedom ◽  
History Of ◽  
American Society ◽  
Freedom Movement

The introduction familiarizes the reader with the concept of the second curriculum – a pedagogy of idealism, race consciousness, and cultural nationalism that flowed through all black colleges and made them formidable epicenters of black militancy and activism. The case for constructing a longitudinal history of seven different institutions is made. The author repurposes the theory of communitas, first introduced by anthropologist Victor Turner, and uses this concept to define black colleges as dedicated, racialized spaces that countered the ideology of white supremacy that permeated American society and sought to crush the social, political, and economic advancement of African Americans. In doing so, HBCUs served as a vital cornerstone of the black freedom movement in America.

Understanding Theoretical Models in Education

2020 ◽  
pp. 52-77
Keyword(s):  
Human Development ◽  
Ecological Theory ◽  
Linguistically Diverse ◽  
Theoretical Models ◽  
Social Model ◽  
Culturally And Linguistically Diverse ◽  
Learning Needs ◽  
Theoretical Frameworks ◽  
The Social ◽  
The Status

Theory plays an important role in education. It is the baseline premise that evokes further investigation, and through valid study, the status of a proposed explanation can be changed from conjecture to research-based fact. This chapter poses three theoretical frameworks. The Bio-Ecological Theory/Human on Human Development posits that a child's physiological development combines with consistent exposure to his/her environment throughout the early stages of life to play a significant role in a child's overall development. The Social Model Theory on Disability suggests that society's understanding of what is considered a “disability” along with certain perceptions and biases about immigrants can inhibit effective fulfillment of learning needs on behalf of children from Culturally and Linguistically Diverse (CLD) background.

The History of Clinical Neuropsychology in Israel

2016 ◽  
Author(s):  
Eli Vakil ◽  
Dan Hoofien
Keyword(s):  
Social Implication ◽  
Clinical Neuropsychology ◽  
Theoretical Frameworks ◽  
Neuropsychological Rehabilitation ◽  
The Social ◽  
Long Term Follow Up ◽  
History Of ◽  
State Of Israel

The history of clinical neuropsychology in Israel has been affected by both the worldwide development of the field of neuropsychology, which began in the 1970s and provided the conceptual and theoretical frameworks of clinical neuropsychology, and by the social implication of the unique geopolitical situation of the state of Israel. These circumstances led to a great need for neuropsychological rehabilitation services initially for veterans and later for civilians. While European and American influences are evident in the scientific knowledge of neuropsychology and neuropsychological assessment, Israel has been pioneering, creative, and original in neuropsychological rehabilitation. Israel’s contributions are reflected in the research conducted on various aspects of rehabilitation that has exploited an advantage that exists in Israel—the long-term follow-up of individuals after traumatic brain injury (TBI). This research has, in turn, encouraged the formation of graduate programs and training facilities for clinical neuropsychology at most of the universities in Israel.

scholarly journals Wrestling the Elephant

2021 ◽  
Vol 21 (2/3) ◽  
pp. 545-565
Author(s):  
Carolyn Mak ◽  
Mandeep Kaur Mucina ◽  
Renée Nichole Ferguson
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
White Supremacy ◽  
White Supremacist ◽  
Race Theory ◽  
Institutional Policies ◽  
Classroom Dynamics ◽  
The Social ◽  
Work Education ◽  
Whiteness As Property

White supremacist ideology is the elephant in the social work classroom, negatively impacting educators’ abilities to facilitate discussion and learning. One of the most effective ways to dismantle and organize against white supremacy is to politicize the seemingly benign moments that occur in the classroom that can create discomfort for students and instructors. Politicization includes identifying and addressing both the racial (micro-) aggressions that occur in the classroom and the processes and institutional policies that create complacency and lull us to sleep. In this conceptual piece, we use a Critical Race Theory (CRT) framework to understand how white supremacy perpetuates itself in the classroom, with a particular focus on whiteness as property. As well, we explore what it means to decolonize the classroom. Using a vignette based on our teaching experiences, we use these two frameworks to analyze classroom dynamics and interactions, and discuss how implications for social work education include waking from the metaphorical sleep to recognize the pernicious effects of whiteness and white supremacy. Included are practical individual teaching, relational, and systemic suggestions to enact change.

scholarly journals Challenging Binaries and Unfencing Fields

2019 ◽  
Vol 7 (1) ◽  
pp. 94-113 ◽  
Author(s):  
Rebekah Vince ◽  
Hanna Teichler
Keyword(s):  
Critical Race Theory ◽  
Social History ◽  
Postcolonial Studies ◽  
Postcolonial Literature ◽  
Diasporic Literature ◽  
The Social ◽  
History Of ◽  
Memory Group ◽  
The University ◽  
With Memory

Bryan Cheyette is Professor of Modern Literature and Culture at the University of Reading, where he directs the Identities and Minorities research group. His comparative research focuses on critical ‘race’ theory, postcolonial literature and theory, diasporic literature, Holocaust testimony, and, more recently, the social history of the ghetto. In January 2019, the Warwick Memory Group invited Bryan Cheyette to give a public lecture on ‘The Ghetto as Travelling Concept’, in the light of his forthcoming A Very Short Introduction to the Ghetto (2020), and a workshop on ‘Unfenced Fields in Academia and Beyond’. In a wide-ranging interview, Bryan Cheyette speaks of the interconnections between Jewish studies and postcolonial studies, bringing these into dialogue with memory discourses and our contemporary moment. Image of Prof Cheyette, photo credit Cesar Rodriguez

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