White Fragility
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Neo-Authoritarianism and the Contestation of White Identification in the US
CLCWeb: Comparative Literature and Culture ISSN 1481-4374 Purdue University Press ©Purdue University Volume 23 (2021) Issue 1 Article 5 Neo-Authoritarianism and the Contestation of White Identification in the US Justin Gilmore University of California, Santa Cruz Follow this and additional works at: https://docs.lib.purdue.edu/clcweb Part of the American Studies Commons, Comparative Literature Commons, Education Commons, European Languages and Societies Commons, Feminist, Gender, and Sexuality Studies Commons, Other Arts and Humanities Commons, Other Film and Media Studies Commons, Reading and Language Commons, Rhetoric and Composition Commons, Social and Behavioral Sciences Commons, Television Commons, and the Theatre and Performance Studies Commons Dedicated to the dissemination of scholarly and professional information, Purdue University Press selects, develops, and distributes quality resources in several key subject areas for which its parent university is famous, including business, technology, health, veterinary medicine, and other selected disciplines in the humanities and sciences. CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Language Association of America, and Scopus (Elsevier). The journal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. Contact: <[email protected]> Recommended Citation Gilmore, Justin. -
Essential Conversations Revised 8.30
A VIRTUAL CONFERENCE #EmERGeLeadership You are in session: Hot Topic: Having Essential Conversations which will begin shortly. #EmERGeLeadership Bridgette Scales Senior Director, Global Member Advisory Services Diversity Best Practices #EmERGeLeadership Having Essential Conversations Having Essential Conversations We all have a responsibility to equip ourselves to have meaningful conversations in search of a more inclusive environment… (Anatomy of Culture Change, Catalyst 2013) Source: https://www.catalyst.org/research/anatomy-of-change-how-inclusive-cultures-evolve/ Shifting the Conversation Landscape SHIFTING FROM Avoiding difficult conversations when possible TO Essential Conversations are critical opportunities to build partnership, deal proactively with issues, and further inclusion. UN Human Rights Commission: https://www.standup4humanrights.org/en/fightracism_engage.html “Afraid of reverse prejudice. I cant help what happened “my toddlers repeatedly “just makes me sad that in years ago but Im made to telling me friends wont play this day and age we need to feel like its my fault “ with them because they deal with the horrible issues aren’t white. “ of racism and prejudice” “fearful of my family’s safety. That its more dangerous “realized how “blind” I have “made me more aware of than I thought it was. When been to what people of color racism and that being silent is the next bad thing going face. “ is no longer enough. Am I to happen and will it be me” part of the problem?“ “I have Internal conflict. I believe there is racism and I want it to “My emotions have been up end. However, I feel like there is and down each day. -
Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism
Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism By Matthew W. Horton A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Education and the Designated Emphasis in Critical Theory in the Graduate Division of the University of California, Berkeley Committee in charge: Dr. Na’ilah Nasir, Chair Dr. Daniel Perlstein Dr. Keith Feldman Summer 2019 Working Against Racism from White Subject Positions Matthew W. Horton 2019 ABSTRACT Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism by Matthew W. Horton Doctor of Philosophy in Education and the Designated Emphasis in Critical Theory University of California, Berkeley Professor Na’ilah Nasir, Chair This dissertation is an intervention into Critical Whiteness Studies, an ‘additional movement’ to Ethnic Studies and Critical Race Theory. It systematically analyzes key contradictions in working against racism from a white subject positions under post-Civil Rights Movement liberal color-blind white hegemony and "Black Power" counter-hegemony through a critical assessment of two major competing projects in theory and practice: white anti-racism [Part 1] and New Abolitionism [Part 2]. I argue that while white anti-racism is eminently practical, its efforts to hegemonically rearticulate white are overly optimistic, tend toward renaturalizing whiteness, and are problematically dependent on collaboration with people of color. I further argue that while New Abolitionism has popularized and advanced an alternative approach to whiteness which understands whiteness as ‘nothing but oppressive and false’ and seeks to ‘abolish the white race’, its ultimately class-centered conceptualization of race and idealization of militant nonconformity has failed to realize effective practice. -
Discussion Guide for Educators
DISCUSSION GUIDE FOR EDUCATORS Guide by Valeria Brown, MEd Beacon Press | beacon.org/whitefragility WHY SHOULD EDUCATORS READ WHITE FRAGILITY? White Fragility is a must-read for all educators because racial disparities in access and opportunity continue to be an urgent issue in our schools. An educator’s belief system can and does significantly impact how they approach teaching and learning.1 Therefore, in a school system in which the teaching population remains primarily white and the student population continues to become more racially diverse, it is necessary for ed- ucators to develop the skills to engage in conversations about bias, race, and racism—especially their own.2 Additionally, despite an educator’s best efforts, it is impossible to shield students from the hate-based violence they are exposed to on a national level. A report by the Southern Poverty Law Center, found that the rhetoric used by Donald Trump and his supporters, before and during the presidential campaign, had a significant impact on school climate.3 Teachers reported an increase in verbal harassment of students, the use of slurs and derogatory language, and instances involving swastikas, Nazi salutes, and Confederate flags. Eight in ten teachers reported heightened anxiety from students in marginalized groups, including immigrants, Muslims, African Americans, and LGBTQ youth. Each month, Teaching Tolerance, a project of SPLC, tracks and publishes hate incidents at US schools. The latest report, from November 2018, found that there were 59 reported incidents in classrooms, at school events, and on social media.4 Regrettably, stu- dents are living with hate in their midst at school, too, and it is imperative that educators take action. -
Vocabulary for Conversations About Race, Gender, Equality, and Inclusivity
Vocabulary for conversations about race, gender, equality, and inclusivity. Term/Concept Definition Abolitionism, or the abolitionist movement, is the movement to end slavery. In the Abolitionism modern era, abolition takes the form of removing state-sanctioned slavery such as the prison industrial complex and the police force. Actor: The actions of an Actor do not disrupt the status quo, much the same as a spectator at a game. Both have only a nominal effect in shifting an overall outcome. The actions of an Actor do not explicitly name or challenge the pillars of White supremacy which is necessary for meaningful progress towards racial justice. Lila Watson said, “If you have come here to help me, you’re wasting your time. If you have come because your liberation is bound up with mine, then let us work together.” Ally: An Ally is someone who is not BIPOC who acts to challenge institutionalized racism, and White supremacy. Allies constantly educate themselves, and do not speak or act only when it is convenient. E.g., When an Ally hears something inappropriate being discussed, the Ally disrupts the conversation, and takes the opportunity to educate those present. Actor/Ally/Accomplice Accomplice: An Accomplice is a non-BIPOC person whose actions are meant to directly challenge institutionalized racism, colonization, and White supremacy by blocking or impeding racist people, policies, and structures. An Accomplice realizes that all people’s freedoms and liberations are bound together, so retreat or withdrawal in the face of oppressive structures is not an option. Accomplices’ actions are informed by, directed and often coordinated with BIPOC leaders they actively listen with respect, and understand that op-pressed people are not monolithic in their tactics and beliefs. -
White by Law---Haney Lopez (Abridged Version)
White by Law The Legal Construction of Race Revised and Updated 10th Anniversary Edition Ian Haney Lόpez NEW YORK UNIVERSITY PRESS New York and London (2006) 1│White Lines In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to “white persons.” Though the requirements for naturalization changed frequently thereafter, this racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a “white person” was a condition for acquiring citizenship. Whether one was “white” however, was often no easy question. As immigration reached record highs at the turn of this century, countless people found themselves arguing their racial identity in order to naturalize. From 1907, when the federal government began collecting data on naturalization, until 1920, over one million people gained citizenship under the racially restrictive naturalization laws. Many more sought to naturalize and were rejected. Naturalization rarely involved formal court proceedings and therefore usually generated few if any written records beyond the simple decision. However, a number of cases construing the “white person” prerequisite reached the highest state and federal judicial circles, and two were argued before the U.S. Supreme Court in the early 1920s. These cases produced illuminating published decisions that document the efforts of would-be citizens from around the world to establish their Whiteness at law. Applicants from Hawaii, China, Japan, Burma, and the Philippines, as well as all mixed- race applicants, failed in their arguments. Conversely, courts ruled that applicants from Mexico and Armenia were “white,” but vacillated over the Whiteness of petitioners from Syria, India, and Arabia. -
Questioning Whiteness: “Who Is White?”
人間生活文化研究 Int J Hum Cult Stud. No. 29 2019 Questioning Whiteness: “Who is white?” ―A case study of Barbados and Trinidad― Michiru Ito1 1International Center, Otsuma Women’s University 12 Sanban-cho, Chiyoda-ku, Tokyo, Japan 102-8357 Key words:Whiteness, Caribbean, Barbados, Trinidad, Oral history Abstract This paper seeks to produce knowledge of identity as European-descended white in the Caribbean islands of Barbados and Trinidad, where the white populations account for 2.7% and 0.7% respectively, of the total population. Face-to-face individual interviews were conducted with 29 participants who are subjectively and objectively white, in August 2016 and February 2017 in order to obtain primary data, as a means of creating oral history. Many of the whites in Barbados recognise their interracial family background, and possess no reluctance for having interracial marriage and interracial children. They have very weak attachment to white hegemony. On contrary, white Trinidadians insist on their racial purity as white and show their disagreement towards interracial marriage and interracial children. The younger generations in both islands say white supremacy does not work anymore, yet admit they take advantage of whiteness in everyday life. The elder generation in Barbados say being white is somewhat disadvantageous, but their Trinidadian counterparts are very proud of being white which is superior form of racial identity. The paper revealed the sense of colonial superiority is rooted in the minds of whites in Barbados and Trinidad, yet the younger generations in both islands tend to deny the existence of white privilege and racism in order to assimilate into the majority of the society, which is non-white. -
How Social Normativity Negatively Impacts White Health
White Privilege vs. White Invisibility and the Manifestation of White Fragility: How Social Normativity Negatively Impacts White Health By Sharon Zipporah Champion Thesis Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of MASTER OF ARTS in Medicine, Health, and Society May, 2016 Nashville, Tennessee Approved: Jonathan M. Metzl, M.D., Ph.D. Dominique P. Béhague, Ph.D. Hector F. Myers, Ph.D. To my bedrock of a family, my wise friends, my infinitely supportive fiancé, To those who have passed on that have paved the road to be less rocky for my travels. I love you all. Finally, to those who have suffered under the weight of whiteness, who have been rendered silent by its violent pervasiveness in society, whose lives have been troubled and cut short by the waif-like fragility of it, I hear you, I see you, and I hope this does some slight justice for the strange fruit still hanging from the trees. ACKNOWLEDGEMENTS This thesis would not exist without my adviser, Dr. Jonathan Metzl, with his unending enthusiasm and support of my work through this process. Thank you for answering long distance phone calls, frantic late night emails, and nervous questions after class. This extends to my thesis committee Dr. Dominique Béhague and Dr. Hector Myers, who graciously worked with me and gave infinitely helpful advice to develop this thesis. I would be still mired in my writing struggles without you all. To the Vanderbilt Center for Medicine, Health, and Society, I have grown and learned immensely through this Master’s program and thank you fervently for this scholastic opportunity to flex my mind. -
EXPLAINING WHITE PRIVILEGE to a BROKE WHITE PERSON... Gina Crosley-Corcoran
EXPLAINING WHITE PRIVILEGE TO A BROKE WHITE PERSON... Gina Crosley-Corcoran Years ago, some feminist on the internet told me I was "Privileged." "WTH?!?" I said. I came from the kind of Poor that people don't want to believe still exists in this country. Have you ever spent a frigid northern Illinois winter without heat or running water? I have. At twelve years old, were you making ramen noodles in a coffee maker with water you fetched from a public bathroom? I was. Have you ever lived in a camper year round and used a random relative's apartment as your mailing address? We did. Did you attend so many different elementary schools that you can only remember a quarter of their names? Welcome to my childhood. So when that feminist told me I had "white privilege," I told her that my white skin didn't do shit to prevent me from experiencing poverty. Then, like any good, educated feminist would, she directed me to Peggy McIntosh's 1988 now-famous piece, "White Privilege: Unpacking the Invisible Knapsack." After one reads McIntosh's powerful essay, it's impossible to deny that being born with white skin in America affords people certain unearned privileges in life that people of another skin color simple are not afforded. For example: "I can turn on the television or open to the front page of the paper and see people of my race widely represented." "When I am told about our national heritage or about “civilization,” I am shown that people of my color made it what it is." "If a traffic cop pulls me over or if the IRS audits my tax return, I can be sure I haven’t been singled out because of my race." "I can if I wish arrange to be in the company of people of my race most of the time." If you read through the rest of the list, you can see how white people and people of color experience the world in two very different ways. -
Reparations-Articles
ARTICLES RELATED TO REPARATIONS ARTICLES TO READ IN ADVANCE, DURING AUGUST/SEPTEMBER, ESPECIALLY IF THE HISTORY OF SLAVERY AND THE RESULTS OF WHITE PRIVILEGE ARE NEW TO YOU – PLEASE PICK AND CHOOSE WHAT SEEMS RIGHT FOR YOU: “AMERICA’S ORIGINAL SIN: SLAVERY AND THE LEGACY OF WHITE SUPREMACY”, FOREIGN AFFAIRS. 2017 https://www.ForeignaFFairs.com/articles/united-states/2017-12- 12/americas-original-sin?cid=int-fls&pgtype=hpg “USI: UNDERSTANDING SLAVERY INITIATIVE”, 2011 (link doesn’t work but you can still look it up online.) http://understandingslavery.com/index.php- option=com_content&view=article&id=309&Itemid=221.html “THE PERSISTENCE OF WHITEWASHING: HOW CAN AMERICANS HAVE SUCH DIFFERENT MEMORIES OF SLAVERY?, BY JASON SILVERSTEIN, THE NEW REPUBLIC, 5/31/18 https://newrepublic.com/article/148618/persistence-whitewashing “THE UNMET PROMISE OF EQUALITY”, BY FRED HARRIS AND ALAN CURTIS, THE NEW YORK TIMES, 2/28/18 https://www.nytimes.com/interactive/2018/02/28/opinion/the-unmet- promise-of-equality.html 1 “WHITE PRIVILEGE”, WIKIPEDIA https://en.wikipedia.org/wiki/white_privilege “WHITE PEOPLE ARE NOTICING SOMETHING NEW: THEIR OWN WHITENESS”, BY EMILY BAZELON, THE NEW YORK TIMES MAGAZINE, 6/13/18 https://www.nytimes.com/2018/06/13/magazine/white-people-are- noticing-something-new-their-own-whiteness.html “THE SUGARCOATED LANGUAGE OF WHITE FRAGILITY”, BY ANNA KEGLER, THE HUFFINGTON POST/BLOG, 12/6/17 https://www.hufFingtonpost.com/anna-kegler/the-sugarcoated- language-of-white-fragility_b_10909350.html “THE RACE-BASED MORTGAGE PENALTY”, BY THE EDITORIAL BOARD, THE NEW YORK TIMES, 3/7/18 https://nyti.ms/2D9c2i7 “THE UGLY TRUTH OF BEING A BLACK PROFESSOR IN AMERICA”, BY GEORGE YANCY, THE CHRONICLE OF HIGHER EDUCATION, 4/29/18 https://www.chronicle.com/article/The-Ugly-Truth-of-being-a/243234 “TEN COUNTERPRODUCTIVE BEHAVIORS OF WELL-INTENTIONED PEOPLE: COMMON MISTAKES MADE IN SOCIAL JUSTICE 2 CONVERSATIONS AND HOW TO CORRECT THEM”, BY CHARLES CODY, 2/17/16 www.yesmagazine.org/peace-justice/ten-counterproductive-behaviors- of-well-intentioned-people-20160217 1. -
Common Definitions
Common Definitions Race Race and races are social and political constructs, categories that society invents and manipulates when convenient to serve a particular purpose. - DismantlingRacism.org Ethnicity Ethnicity refers to the social characteristics that people may have in common, such as language, religion, regional background, culture, foods, etc. Ethnicity is revealed by the traditions one follows, a person’s native language, and so on. Race, on the other hand, describes categories assigned to demographic groups based mostly on observable physical characteristics, like skin color, hair texture and eye shape. - www.aspeninstitute.org Racism “As an ideology, racism is the belief that population groups, defined as distinct “races,” generally possess traits, characteristics or abilities, which distinguish them as either superior or inferior to other groups in certain ways. In short, racism is the belief that a particular race is (or certain races are) superior or inferior to another race or races.” - Tim Wise, tools4racialjustice.net/tim-wises-definitions/ There are multiple levels of racism that coexist in a racist society: Individual Racism can include face-to-face or covert actions toward a person that intentionally expresses prejudice, hate or bias based on race.” - Tim Wise Structural Racism is a system in which public policies, institutional practices, cultural representations, and other norms work in various, often reinforcing ways to perpetuate racial group inequity. - www.aspeninstitute.org Institutional Racism refers to the policies and practices within and across institutions that, intentionally or not, produce outcomes that chronically favor, or put a racial group at a disadvantage. - www.aspeninstitute.org Racist "One who is supporting a racist policy through their actions or inaction or expressing a racist idea." - Ibram X. -
Whitewashing Or Amnesia: a Study of the Construction
WHITEWASHING OR AMNESIA: A STUDY OF THE CONSTRUCTION OF RACE IN TWO MIDWESTERN COUNTIES A DISSERTATION IN Sociology and History Presented to the Faculty of the University of Missouri-Kansas City in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY by DEBRA KAY TAYLOR M.A., University of Missouri-Kansas City, 2005 B.L.A., University of Missouri-Kansas City, 2000 Kansas City, Missouri 2019 © 2019 DEBRA KAY TAYLOR ALL RIGHTS RESERVE WHITEWASHING OR AMNESIA: A STUDY OF THE CONSTRUCTION OF RACE IN TWO MIDWESTERN COUNTIES Debra Kay Taylor, Candidate for the Doctor of Philosophy Degree University of Missouri-Kansas City, 2019 ABSTRACT This inter-disciplinary dissertation utilizes sociological and historical research methods for a critical comparative analysis of the material culture as reproduced through murals and monuments located in two counties in Missouri, Bates County and Cass County. Employing Critical Race Theory as the theoretical framework, each counties’ analysis results are examined. The concepts of race, systemic racism, White privilege and interest-convergence are used to assess both counties continuance of sustaining a racially imbalanced historical narrative. I posit that the construction of history of Bates County and Cass County continues to influence and reinforces systemic racism in the local narrative. Keywords: critical race theory, race, racism, social construction of reality, white privilege, normality, interest-convergence iii APPROVAL PAGE The faculty listed below, appointed by the Dean of the School of Graduate Studies, have examined a dissertation titled, “Whitewashing or Amnesia: A Study of the Construction of Race in Two Midwestern Counties,” presented by Debra Kay Taylor, candidate for the Doctor of Philosophy degree, and certify that in their opinion it is worthy of acceptance.