Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Cartographies of Race and Social DifferenceTalking to the Wall: Whiteness and White Resistance in the Classroom

Cartographies of Race and Social Difference: Talking to the Wall: Whiteness and White Resistance... [Why are white teachers so invested in discourses of multiculturalism yet reluctant to engage in conversations around racial privilege? How can we continue to expand our dialogue to recognize the pervasive ways in which children of colour continue to be victims of racism that often exists in denial? The Canadian school system was structured to disproportionately benefit white children over any other racialized group. Multiple studies have addressed the subtle, unintentional and invisible ways in which white hegemony operates in schools, yet its existence is obscured by discourses of Multiculturalism. Under a Critical Race Theory (CRT) lens, this paper conceptualizes the construction of whiteness in the Canadian classroom and the way in which white teachers are implicated in policing its boundaries. The saliency of race continues to be disputed in school settings in spite of the growing number of incidents of racism and systemic discrimination in Canadian Schools. The pervasive assumption that students of colour enter the Canadian classroom with cultural deficiencies continues to work in subtle, yet insidious ways to normalize whiteness. Yet, as discourses of multiculturalism that reinforce relations of domination make their way into the curriculum, children of colour build strategies to reclaim their identities and build resistance.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Cartographies of Race and Social DifferenceTalking to the Wall: Whiteness and White Resistance in the Classroom

Part of the Critical Studies of Education Book Series (volume 9)
Editors: Sefa Dei, George J.; Hilowle, Shukri
Lara-Villanueva, Marycarmen
Cartographies of Race and Social Difference — Dec 5, 2018
Download PDF
15 pages

Loading next page...
 
/lp/springer-journals/cartographies-of-race-and-social-difference-talking-to-the-wall-fgymjdq2BF

References (31)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2018
ISBN
978-3-319-97075-2
Pages
133 –148
DOI
10.1007/978-3-319-97076-9_10
Publisher site
See Chapter on Publisher Site

Abstract

[Why are white teachers so invested in discourses of multiculturalism yet reluctant to engage in conversations around racial privilege? How can we continue to expand our dialogue to recognize the pervasive ways in which children of colour continue to be victims of racism that often exists in denial? The Canadian school system was structured to disproportionately benefit white children over any other racialized group. Multiple studies have addressed the subtle, unintentional and invisible ways in which white hegemony operates in schools, yet its existence is obscured by discourses of Multiculturalism. Under a Critical Race Theory (CRT) lens, this paper conceptualizes the construction of whiteness in the Canadian classroom and the way in which white teachers are implicated in policing its boundaries. The saliency of race continues to be disputed in school settings in spite of the growing number of incidents of racism and systemic discrimination in Canadian Schools. The pervasive assumption that students of colour enter the Canadian classroom with cultural deficiencies continues to work in subtle, yet insidious ways to normalize whiteness. Yet, as discourses of multiculturalism that reinforce relations of domination make their way into the curriculum, children of colour build strategies to reclaim their identities and build resistance.]

Published: Dec 5, 2018

Keywords: Whiteness; Multiculturalism; Racism; Western hegemony; K-12 education; Pedagogy; Decolonial; Anti-racist education; Curriculum; Representation

There are no references for this article.