The White Ally Toolkit Workbook
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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. -
2012 Morpheus Staff
2012 Morpheus Staff Editor-in-Chief Laura Van Valkenburgh Contest Director Lexie Pinkelman Layout & Design Director Brittany Cook Marketing Director Brittany Cook Cover Design Lemming Productions Merry the Wonder Cat appears courtesy of Sandy’s House-o-Cats. No animals were injured in the creation of this publication. Heidelberg University Morpheus Literary Magazine 2012 2 Heidelberg University Morpheus Literary Magazine 2012 3 Table of Contents Morpheus Literary Competition Author Biographies...................5 3rd Place Winners.....................10 2nd Place Winners....................26 1st place Winners.....................43 Senior Writing Projects Author Biographies...................68 Brittany Cook...........................70 Lexie Pinkelman.......................109 Laura Van Valkenburgh...........140 Heidelberg University Morpheus Literary Magazine 2012 4 Author Biographies Logan Burd Logan Burd is a junior English major from Tiffin, Ohio just trying to take advantage of any writing opportunity Heidelberg will allow. For “Onan on Hearing of his Broth- er’s Smiting,” Logan would like to thank Dr. Bill Reyer for helping in the revision process and Onan for making such a fas- cinating biblical tale. Erin Crenshaw Erin Crenshaw is a senior at Heidelberg. She is an English literature major. She writes. She dances. She prances. She leaps. She weeps. She sighs. She someday dies. Enjoy the Morpheus! Heidelberg University Morpheus Literary Magazine 2012 5 April Davidson April Davidson is a senior German major and English Writing minor from Cincin- nati, Ohio. She is the president of both the German Club and Brown/France Hall Council. She is also a member of Berg Events Council. After April graduates, she will be entering into a Masters program for German Studies. -
An Anti-Racism Manual for White Educators in the Process of Becoming. James Merryweather Edler University of Massachusetts Amherst
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1974 White on white : an anti-racism manual for white educators in the process of becoming. James Merryweather Edler University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Edler, James Merryweather, "White on white : an anti-racism manual for white educators in the process of becoming." (1974). Doctoral Dissertations 1896 - February 2014. 4581. https://scholarworks.umass.edu/dissertations_1/4581 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. © 1974 JAMES MERRYWEATHER EDLER ALL RIGHTS RESERVED ii WHITE ON WHITE: AN ANTI-RACISM MANUAL FOR WHITE EDUCATORS IN THE PROCESS OF BECOMING A Dissertation Presented by JAMES MERRYWEATHER EDLER Submitted to the Graduate School of the University of Massachusetts Partial Fulfillment of the Requirements For the Degree of DOCTOR OF EDUCATION January, 1974 Major Subject: Racism Awareness Ill WHITE ON WHITE AN ANTI-RACISM MANUAL FOR WHITE EDUCATORS IN THE PROCESS OF BECOMING A dissertation * t •v . ' ' f by JAMES MERRYWEATHER EDLER Approved as to style and content by: Dr. Alfred S. Alschuler, Chairperson Dr. William A. Kraus, Member January, 1974 Acknowledgements To Dottie Edler, who has shared more love and strength than I imagined was humanly possible; To Mr. and Mrs. Francis C. Edler, who have given me courage and to whom I owe everything; To my Committee, Gloria Joseph and Bill Kraus, who genuinely care and from whom I have received so much; and to A1 Alschuler, Chairperson, teacher, and friend in the truest sense of the words; and To the caring and courageous white people who have supported and questioned me while we struggle together toward a new meaning for whiteness. -
White Backlash
White Backlash: Immigration, Race, and American Politics Marisa Abrajano, University of California San Diego Zoltan Hajnal, University of California San Diego Introduction Immigration is unquestionably one of the most important forces shaping America. Since 2000 the United States has absorbed almost 14 million immigrants bringing the total of all documented and undocumented immigrants currently in the nation to over 40 million (Urban Institute 2011). Immigrants and their children now represent fully one in four Americans. These raw numbers are impressive. Yet they tell only part of the story. The current wave of immigration has also wrought dramatic changes in the social and economic spheres. Large scale immigration has produced a sea change in the racial and ethnic composition of the nation. The phenomenal growth of the Latino population has allowed Latinos to displace African Americans as the nation’s largest racial and ethnic group. Asian Americans, once a negligible share of the national population are now the fastest growing racial and ethnic group. All of that means that white numerical dominance is very much on the decline. By the mid-point of the 21st Century, whites are, in fact, expected to no longer be the majority. The arrival of so many new Americans who herald from different shores has also brought cheap labor, new languages, and different cultural perspectives. There are large-scale industries flourishing on low-wage migrant labor, massive Spanish language media empires, and countless communities that have been altered almost beyond recognition. There is little doubt that American society has been transformed in myriad, deep, and perhaps permanent ways. -
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. -
Immigration & the Origins of White Backlash
Immigration & the Origins of White Backlash Zoltan Hajnal The success of Donald Trump’s anti-immigrant campaign surprised many. But I show that it was actually a continuation of a long-standing Republican strategy that has targeted immigrants and minorities for over five decades. It is not only a long-term strategy but also a widely successful one. Analysis of the vote over time shows clearly that White Americans with anti-immigrant views have been shifting steadily toward the Republican Party for decades. The end result is a nation divid- ed by race and outcomes that often favor Whites over immigrants and minorities. “They’re sending people that have lots of problems, and they’re bring- ing those problems with us. They’re bringing drugs. They’re bringing crime. They’re rapists. And some, I assume, are good people.” ith these now infamous lines about Mexican immigrants, President Trump appeared to set in motion his meteoric rise in the 2016 presi- W dential campaign. Before giving that speech, Trump was floundering. Polls placed him near the bottom of the sixteen-candidate Republican field. But just a month later–after almost nonstop coverage of his immigration remarks– Trump had skyrocketed to first place in the polls. In the primary, Trump won over Republican voters who wanted to deport unauthorized immigrants, and he lost decisively among those who favored a pathway to citizenship. Indeed, immi- gration appeared to fuel his candidacy all the way through the general election. Three-quarters of Trump voters felt that illegal immigrants were “mostly a drain” on American society. -
Underclass": Confronting America's Enduring Apartheid
Columbia Law School Scholarship Archive Faculty Scholarship Faculty Publications 1995 Integrating the "Underclass": Confronting America's Enduring Apartheid Olatunde C.A. Johnson Columbia Law School, [email protected] Follow this and additional works at: https://scholarship.law.columbia.edu/faculty_scholarship Part of the Civil Rights and Discrimination Commons, and the Law and Race Commons Recommended Citation Olatunde C. Johnson, Integrating the "Underclass": Confronting America's Enduring Apartheid, 47 STAN. L. REV. 787 (1995). Available at: https://scholarship.law.columbia.edu/faculty_scholarship/2207 This Book Review is brought to you for free and open access by the Faculty Publications at Scholarship Archive. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of Scholarship Archive. For more information, please contact [email protected]. BOOK NOTE Integrating the "Underclass": Confronting America's Enduring Apartheid Olati Johnson* AMERICAN APARTHEID: SEGREGATION AND THE MAKING OF THE UNDERCLASS. By Douglas S. Masseyt & Nancy A. Denton.t Cambridge, Mass: Harvard University Press. 1993. 292 pp. $14.95. Douglas Massey and Nancy Denton's American Apartheid argues that housing integration has inappropriatelydisappeared from the nationalagenda and is critical to remedying the problems of the so-called "underclass." Re- viewer Olati Johnson praises the authors' refusal to dichotomize race and class and the roles both play in creatingand maintaininghousing segregation. However, she argues, Massey and Dentonfail to examine critically either the concept of the underclass or the integration ideology they espouse. Specifi- cally, she contends, the authorsfail to confront the limits of integration strate- gies in providing affordable housing or combating the problem of tokenism. -
Decolonizing the White Colonizer? by Cecilia Cissell Lucas a Dissertation
Decolonizing the White Colonizer? By Cecilia Cissell Lucas A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Education in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Patricia Baquedano-López, Chair Professor Zeus Leonardo Professor Ramón Grosfoguel Professor Catherine Cole Fall 2013 Decolonizing the White Colonizer? Copyright 2013 Cecilia Cissell Lucas Abstract Decolonizing the White Colonizer? By Cecilia Cissell Lucas Doctor of Philosophy in Education University of California, Berkeley Professor Patricia Baquedano-López, Chair This interdisciplinary study examines the question of decolonizing the white colonizer in the United States. After establishing the U.S. as a nation-state built on and still manifesting a colonial tradition of white supremacy which necessitates multifaceted decolonization, the dissertation asks and addresses two questions: 1) what particular issues need to be taken into account when attempting to decolonize the white colonizer and 2) how might the white colonizer participate in decolonization processes? Many scholars in the fields this dissertation draws on -- Critical Race Theory, Critical Ethnic Studies, Coloniality and Decolonial Theory, Language Socialization, and Performance Studies -- have offered incisive analyses of colonial white supremacy, and assume a transformation of white subjectivities as part of the envisioned transformation of social, political and economic relationships. However, in regards to processes of decolonization, most of that work is focused on the decolonization of political and economic structures and on decolonizing the colonized. The questions pursued in this dissertation do not assume a simplistic colonizer/colonized binary but recognize the saliency of geo- and bio-political positionalities.