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By Cleveland Hayes, Nicholas D. Hartlep
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Example text
1998). Just what is critical race theory and what is it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24. Leonardo, Z. (2010). Race, Whiteness and education. New York, NY: Routledge. MacLeod, J. (1997). Ain’t no makin’ it: Aspirations and attainment in a low income neighborhood. San Francisco, CA: Westview Press. , & Neal, L. (2002). African American women’s decisions to become teachers: Sociocultural perspectives. Qualitative Studies in Education, 15(3), 269–290.
I then examine some ways of defining what it means to be a White ally, and I consider how I have attempted to work against Whiteness in my own personal and professional lives while working toward enacting a kind of White antiracist praxis for social justice as I have attempted to create and live it. Whiteness, pointedly, refers to the historical and systemic privileging of the interests, values, beliefs, accomplishments, and histories of White people as a group (Gillborn, 2005). Grounded in Whiteness, White supremacy is defined as “a racialized social system that upholds, reifies, and reinforces the superiority of whites” (Leonardo, 2005, p.
And around the globe have sometimes seen social justice matters quite differently in terms of White people as freedom’s friend—enslaved Africans who crossed the Atlantic in chains, for example, or Native peoples who walked the Trail of Tears (and headed eastward, not westward), or our Japanese brothers and sisters sent to internment camps on American soil, or those lost at Hiroshima and Nagasaki, or others lost in the Philippines—and the list of atrocities at the hands of White people collectively goes on (Painter, 2010).