Tim Wise: on White Privilege
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Perspectives of White UCT Students on Social Transformation Initiatives
Perspectives of white UCT students on Social Transformation Initiatives Zenzile Molo Student Number: MLXZEN001 University of Cape Town Supervisor: Dr Wahbie Long Co-Supervisor: Dr Taryn van Niekerk Word Count: Abstract: 175 Main body:8181 Abstract In a post-apartheid South Africa, scholars across all disciplines have contributed to the study of transformation, race and ‘rainbowism’. Although a substantial amount of this literature features the voices of the marginalised majority, there are only a handful of studies that are focused on privileged white South Africans. This research begins to address this gap, by investigating the understanding and constructs of social transformation initiatives amongst white undergraduate students at the University of Cape Town. Three focus groups, each consisting of six participants, were conducted. A thematic analysis demonstrates that white students understand transformation as accessibility, equality and opportunity for other racial groups to climb the ladder and be equivalent to whites. Furthermore, while some students understand challenges to white privilege as critical to social and racial transformation initiatives, others employ strategies to resist ideas that counter white privilege. The paper concludes by arguing that this tension provides an opportunity for further exploration around constructions of transformation initiatives amongst young white South Africans. Keywords: accessibility; equality; opportunities; privileges; justice; transformation; education; language; apartheid; land; FeesMustFall Introduction In 2015, young black South African students stood in solidarity against injustices, inequalities and colonial images of the past calling for transformation, such as the #RhodesMustFall movement (Chaudhuri, 2016) which led to the #FeeMustFall campaign (Raju, 2017). These black students sound a call for a free decolonised education and a call to dismantle the legacy of colonialism and apartheid. -
The Great White Hoax
THE GREAT WHITE HOAX Featuring Tim Wise [Transcript] INTRODUCTION Text on screen Charlottesville, Virginia August 11, 2017 Protesters [chanting] You will not replace us! News reporter A major American college campus transformed into a battlefield. Hundreds of white nationalists storming the University of Virginia. Protesters [chanting] Whose streets? Our streets! News reporter White nationalists protesting the removal of a Confederate statue. The setting a powder keg ready to blow. Protesters [chanting] White lives matter! Counter-protesters [chanting] Black lives matter! Protesters [chanting] White lives matter! News reporter The march spiraling out of control. So-called Alt-Right demonstrators clashing with counter- protesters some swinging torches. Text on screen August 12, 2017 News reporter (continued) The overnight violence spilling into this morning when march-goers and counter-protesters clash again. © 2017 Media Education Foundation | mediaed.org 1 David Duke This represents a turning point for the people of this country. We are determined to take our country back. We're going to fulfill the promises of Donald Trump. That's what we believed in. That's why we voted for Donald Trump. Because he said he's going to take our country back. And that's what we gotta do. News reporter A horrifying scene in Charlottesville, as this car plowed into a crowd of people. The driver then backing up and, witnesses say, dragging at least one person. Donald Trump We're closely following the terrible events unfolding in Charlottesville, Virginia. We condemn, in the strongest possible terms, this egregious display of hatred, bigotry, and violence on many sides. On many sides. -
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. -
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. -
Racial Equity Plan
RED WING'S RACIAL EQUITY PLAN D R A F T : 2 0 2 1 Table of Contents Page 2: ............ Table of Contents Page 3: ............ City Mission and Vision Page 4: ............ Our Commitment to Racial Justice Page 5: ............ Acknowledgement of Harm Page 6: ............ Definitions: Working Toward Racial Justice Pages 7-8: ....... Why We Need to Do Better Page 9: ............ Timeline of Racial Equity Work P#ag2es 10-13: ..... Racial Equity Plan Draft Page 14-15: ...... How We Will Plan & Evaluate Progress W W W . R E D - W I N G . O R G 2 Red Wing's Vision Red Wing thrives as a vibrant, creative river town that values its natural environment, welcomes all people, and unlocks opportunity for everyone. Red Wing's Mission We strive to create a sustainable, healthy, accessible, resilient, and equitable community where every person #2 feels at home. How We'll Act We will create and maintain strong partnerships, be responsive to residents, and foster an active, healthy community where everyone feels welcomed, connected, represented, and encouraged to shape Red Wing's future. W W W . R E D - W I N G . O R G 32 Our Commitment to Racial Justice We seek to build a culture of inclusion and equity in Red Wing because all residents are vital to the spirit and success of our community. We desire to become a place where people of all races, ages, abilities, incomes, and backgrounds thrive and feel heard and connected. We will work so our city will be a place We now commit to acknowledging that where our elected and appointed pain and improving city policies and officials, city staff, schools, businesses, practices to consider the intended and nonprofits, boards, and other decision- unintended impacts that affect making entities all reflect the residents’ quality of life. -
Exploring Race and Privilege
Exploring Race and Privilege Exploring Race and Privilege presents materials on culturally responsive supervision from the second of a three‐part series designed for supervisors in teacher education. This series was developed in partnership with Dr. Tanisha Brandon‐ Felder, a consultant in professional development on equity pedagogy. This document contains handouts, planning tools, readings, and other materials to provide field supervisors with a scaffolded experience to improve their ability for culturally responsive supervision. The following materials build on the trust and community developed through the first set of activities The Power of Identity. Exploration of race and concepts such as white privilege will necessitate shared understanding of language and norms for conversation. 1. Understanding the Language of Race and Diversity 2. Ground Rules for Conversation 3. Color Line Instructions 4. Color Line Handout 5. White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh Understanding the Language of Race and Diversity Terms we all need to know: PREJUDICE Pre‐judgment, bias DISCRIMINATION Prejudice + action OPPRESSION Discrimination + systemic power. (Systemic advantage based on a particular social identity.) Racism = oppression based race‐ the socially constructed meaning attached to a variety of physical attributes including but not limited to skin and eye color, hair texture, and bone structure of people in the US and elsewhere. racism‐ the conscious or unconscious, intentional or unintentional, enactment of racial power, grounded in racial prejudice, by an individual or group against another individual or group perceived to have lower racial status. Types of racism: Internalized Racism Lies within individuals. Refers to private beliefs and biases about race and racism. -
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. -
Critical Whiteness Studies and the “Jewish Problem”
Balázs Berkovits Critical Whiteness Studies and the “Jewish Problem” The “whiteness” of Jews has recently become a popular topic both in public debates and in academic research (Critical Whiteness Studies). Within this discourse, “whiteness” is used as a critical concept denoting those who enjoy white privilege in American and other Western societies. However, attributing “whiteness” to Jews is more than controversial, for it assimilates the most persecuted minority in European history to the dominant majority, while downgrading the significance of antisemitism. This is a necessary move in order to reaffirm and critically address the fundamental nature of the black and white divide; however, it is questionable both methodologically and politically. Debates about Jewish whiteness Recently, there have been several debates in American newspapers and in the Jewish and Israeli press about whether “Jews were white.” For sure, the basic issue here is the meaning we attach to “whiteness” when attributing it to Jews, and the reason for doing so. Why should there be such debates? Furthermore, why does this topic seem to be so popular, and what are its stakes? The “whiteness” of Jews can be approached from two fundamentally opposing points of view, which entail two different meanings of whiteness. And even though the two meanings are linked, their respective usages are very different. The first usage is descriptive or interpretative, whereas the second is critical (these two are summarized with a special emphasis on the first, but not sufficiently distinguished from each other, by Green 2016b). From the first perspective, the question posed is whether Jews are still considered part of the nation, particularly in the American context, in a time when, under the Trump presidency, the Alt-Right has gained significant influence. -
On Racism and White Privilege
On Racism and White Privilege Excerpted from White Anti-Racist Activism: A Personal Roadmap by Jennifer R. Holladay, M.S. (Crandall, Dostie & Douglass Books, Inc., 2000) On Racism Racism is a doctrine or teaching, without scientific support, that does three things. First, it claims to find racial differences in things like character and intelligence. Second, racism asserts the superiority of one race over another or others. Finally, it seeks to maintain that dominance through a complex system of beliefs, behaviors, use of language and policies. Racism ranges from the individual to the institutional level and reflects and enforces a pervasive view, in white- dominated U.S. culture that people of color are inferior to whites. Racist beliefs include things like “White people are smarter than people of color,” or “White people make better teachers.” Racism can manifest itself in terms of individual behavior through hate crimes, or in institutional behavior through employment discrimination.1 Racism might manifest in individual language through the use of slurs, or in institutional policy through a school’s selection of Eurocentric textbooks. Related to these relatively obvious manifestations of racism is a subtle system that also contributes to the maintenance of the racial status quo. That subtle system is white skin privilege. On White Privilege White skin privilege is not something that white people necessarily do, create or enjoy on purpose. Unlike the more overt individual and institutional manifestations of racism described above, white skin privilege is a transparent preference for whiteness that saturates our society. White skin privilege serves several functions. First, it provides white people with “perks” that we do not earn and that people of color do not enjoy. -
The New White Flight
WILSON_MACROS (DO NOT DELETE) 5/16/2019 3:53 PM THE NEW WHITE FLIGHT ERIKA K. WILSON* ABSTRACT White charter school enclaves—defined as charter schools located in school districts that are thirty percent or less white, but that enroll a student body that is fifty percent or greater white— are emerging across the country. The emergence of white charter school enclaves is the result of a sobering and ugly truth: when given a choice, white parents as a collective tend to choose racially segregated, predominately white schools. Empirical research supports this claim. Empirical research also demonstrates that white parents as a collective will make that choice even when presented with the option of a more racially diverse school that is of good academic quality. Despite the connection between collective white parental choice and school segregation, greater choice continues to be injected into the school assignment process. School choice assignment policies, particularly charter schools, are proliferating at a substantial rate. As a result, parental choice rather than systemic design is creating new patterns of racial segregation and inequality in public schools. Yet the Supreme Court’s school desegregation jurisprudence insulates racial segregation in schools ostensibly caused by parental choice rather than systemic design from regulation. Consequently, the new patterns of racial segregation in public schools caused by collective white parental choice largely escapes regulation by courts. This article argues that the time has come to reconsider the legal and normative viability of regulating racial segregation in public Copyright © 2019 Erika K. Wilson. * Thomas Willis Lambeth Distinguished Chair in Public Policy, Associate Professor of Law, University of North Carolina at Chapel Hill. -
Tim Jacob Wise
Tim Jacob Wise Tim Wise is among the most prominent anti-racist writers and activists in the U.S., and has been called, "One of the most brilliant, articulate and courageous critics of white privilege in the nation," by best-selling author and professor Michael Eric Dyson, of Georgetown University. Wise has spoken in 48 states, and on over 400 college campuses, including Harvard, Stanford, and the Law Schools at Yale and Columbia, and has spoken to community groups around the nation. Wise has provided anti- racism training to teachers nationwide, and has trained physicians and medical industry professionals on how to combat racial inequities in health care. He has also trained corporate, government, entertainment, military and law enforcement officials on methods for dismantling racism in their institutions, and has served as a consultant for plaintiff's attorneys in federal discrimination cases in New York and Washington State. Wise is the 2008 Oliver L. Brown Distinguished Visiting Scholar for Diversity Issues at Washburn University, in Topeka, Kansas: an honor named for the lead plaintiff in the landmark Brown v. Board of Education decision. In 2005, Wise served as an adjunct faculty member at the Smith College School for Social Work, in Northampton, Massachusetts, where he co-taught a Master's level class on Racism in the U.S. In 2001, Wise trained journalists to eliminate racial bias in reporting, as a visiting faculty-in-residence at the Poynter Institute in St. Petersburg, Florida. In 2005 and 2006, Wise provided training on issues of racial privilege and institutional bias at the Defense Equal Opportunity Management Institute (DEOMI), at Patrick Air Force Base. -
Tim Wise PUBLIC LECTURE TRANSCRIPT
Tim Wise PUBLIC LECTURE TRANSCRIPT January 27, 2017 KANE HALL 130 | 7:30 P.M. TABLE OF CONTENTS INTRODUCTION, page 1 Dave Eaton, Dean of the UW Graduate School FEATURED SPEAKER, page 2 Tim Wise, Anti-racist writer, educator Q&A SESSION, page 14 OFFICE OF PUBLIC LECTURES some of those. So that's one way. The other way is, you'll see INTRODUCTION microphones on the side aisles there. Please go to the microphone and line up in an orderly way and we will work our way back and forth to those. Mr. Wise assured me that he would like to take as many questions as he can. We will Dave Eaton eventually probably run out of time but we’ll hopefully be able to get everybody in. Dean, UW Graduate School So, I know why you're all here, and you're here because Tim Good evening, everyone. I hope you're as excited as I am for Wise is among the most prominent anti-racist writers and this evening. I'm Dave Eaton, and I'm the Dean of the Graduate educators in the United States of America. He spent his past 20 School and I am really thrilled to welcome you here this years speaking to audiences in all 50 states, over 1,000 college evening. I have a few things to take care of before we introduce campuses, high school campuses, hundreds of professional our speaker: the usual, please turn off your cell phones or at meetings, and community groups throughout the country. He's least put them on vibrate.