White Educators Negotiating Complicity

Barbara Applebaum

doi:10.5771/9781666904161

Summary

While there is a proliferation of research on white educators who teach courses around anti-racism, White Educators Negotiating Complicity: Roadblocks Paved with Good Intentions focuses on white educators who teach about whiteness to racially diverse groups of students, and who acknowledge and attempt to negotiate their complicity in systemic injustice. Scholars continue to remind white people of the paradox through which their endeavors to disrupt systemic white supremacy often reproduce it. In this book, Barbara Applebaum explores what it means to teach against whiteness while living that paradox.

Rather than an empirical study, this book offers insights from recent scholarship surrounding critical whiteness and epistemic injustice and applies them to some of the most trenchant challenges that white educators face while trying to teach about whiteness to racially diverse groups of students. Introducing the concept of a vigilantly vulnerable and informed humility, Applebaum both illuminates what theory can tell us about praxis and offers guidance for white educators in their attempts to negotiate the effects of white complicity on their pedagogy.

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Bibliographic data

Copyright year: 2021
ISBN-Print: 978-1-6669-0415-4
ISBN-Online: 978-1-6669-0416-1
Publisher: Lexington, Lanham
Language: English
Pages: 148
Product type: Book Titles

1. Contents No access
2. Acknowledgments No access
1. What Is White Complicity? No access
2. White Denials of Complicity and Their Effects No access
3. Chapter Summaries No access
4. Notes No access
1. Protecting Innocence, Preserving Ignorance No access
2. White Innocence No access
3. Epistemic Injustice and Willful Ignorance No access
4. Interrupting Innocence, Unsettling Willful Ignorance No access
5. Good White Intentions Matter, But Their Effects Matter More No access
6. Notes No access
1. Humility Must Not Recenter Whiteness No access
2. Remediating Implicit Bias Is Not Enough No access
3. Epistemic Friction: Taking Willful Ignorance Seriously No access
4. The Call for Open-mindedness: A Remedy for Systemic Injustice? No access
5. Toward a Vigilantly Vulnerable Informed Humility No access
6. Notes No access
1. Beginning Where the Student Is At No access
2. Was That Racist? When Distancing Strategies Hide behind Ambiguity No access
3. Giving Constructive Critical Feedback to Students of Color No access
4. Conclusion No access
5. Notes No access
1. Notes No access
Bibliography No access Pages 131 - 142
Index No access Pages 143 - 146
About the Author No access Pages 147 - 148