The Intersectional Workings of Whiteness: A Representative Anecdote

Autor/inn/en	Zingsheim, Jason; Goltz, Dustin Bradley
Titel	The Intersectional Workings of Whiteness: A Representative Anecdote
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 33 (2011) 3, S.215-241 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
Schlagwörter	Stellungnahme; White Students; Power Structure; Social Structure; Race; Investigations; Consciousness Raising; Critical Theory; Self Concept; Ethnic Stereotypes; Conflict; Role; Perspective Taking; Social Theories + Suchen Sie Ihr Suchwort? Sozialstruktur; Rasse; Abstammung; Untersuchung; Bewusstseinsbildung; Kritische Theorie; Selbstkonzept; National stereotype; Nationales Stereotyp; Konflikt; Rollen; Zukunftsperspektive; Gesellschaftstheorie
Abstract	In this article, the authors engage critical performance pedagogy scholarship on whiteness to both question and extend two persistent trends in the literature. Although intersectionality is commonly referenced in the literature, the larger impulse underscoring Crenshaw's (1991) concept is often footnoted, tangentially marked, or given mere surface attention in much pedagogical whiteness scholarship--often due to the imposition of word limits or the perceived risk of compromising the clarity of findings and implications. They argue that engaging whiteness through the isolated lens of race--rather than from an intersectional grounding--perpetuates the invisibility, elusiveness, and self-sustaining durability of whiteness. Their project here does not claim that race cannot provide a focused area of study, but rather--specifically within whiteness pedagogy--they argue the intersectional dimensions that animate whiteness require attention to interrogate, analyze, and come to an embodied understanding of its workings. To demonstrate and support these claims, they provide a series of pedagogical performance activities that highlight the uniquely elusive character of whiteness within racial discourses, expose the disconnect between the violences of whiteness and students' embodied knowledges of whiteness, and work to remedy this disconnect through intersecting axes of identity. Suggesting a representative anecdote of whiteness through intersectional investigation, they also question how certain forms of white student resistance has been characterized as reasserting white privilege, arguing that intersectional points of entry and affective responses of frustration and skepticism can provide productive avenues for critical whiteness pedagogy. Rejecting the notion that whiteness is productively taken up on faith, and thus supporting critical and skeptical engagements with whiteness through students' lived experiences, the authors argue that a representative--and thus intersectional--anecdote works to "(un)hinge whiteness" from isolated--and thus self-concealing--discussions of race. Through intersectional investigation, the complexity of whiteness is foregrounded and the invisibility and mystery of whiteness is challenged. (Contains 3 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10