THE UNIVERSITY OF TEXAS AT EL PASO
THE UNIVERSITY OF TEXAS AT EL PASO
COLLEGE OF EDUCATION
DEPARTMENT OF TEACHER EDUCATION
Course Syllabus for SCFE 6313-001 (CRN-18565)
Critical Multiculturalism
Fall Semester, 2017
Professor: César A. Rossatto, Ph.D.
OFFICE: Teacher Education # 812
TELEPHONE: (915) 747-5253
OFFICE HOURS: Wednesdays and Thursdays 3:30 to 5:30 pm
Available online or by Skype
Skype User Name: cesar.augusto.rossatto
E-mail: crossatto@utep.edu
CREDIT HOURS: 3
We will meet regularly only once a week 5:30 pm - 8:20 pm W Education Building # 100
Aug 28, 2017 - Dec 07, 2017
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Rationale:
Whiteness is cultural/systemic and prevalent on schooling learning experiences. It is not a neutral or normal political positionality. Consistent with the aims of multicultural theory and whiteness theory, multiculturalism seeks to problematize the structures established by the dominant culture, which deviates from pluralistic localities. This political and cultural position are gained at the expense of people of color. Educators that deconstruct their own whiteness localities are better fit to undertake their responsibilities as social justice advocators.
COURSE OBJECTIVES AND STUDENT OUTCOMES
Students will see when and how white privilege matters and what can be done about it; thus students will analyze, discuss, apply, write, present, and critique the following concepts and course objective components:
SCFE 6313 examines how whiteness is a social construction. The course questions privilege connected to symbolic whiteness, significant in academia. Hence, this course is designed to assist student to construct and generate knowledge necessary to the development of dissertation requirements that allow them to become researchers as social transformative intellectual leaders who thinks and challenges racial related social conflicts and proposes anti-racist educational programs.
* It creates in depth opportunities for students to explore their own cultural identity interest, experiences, and knowledge to fulfill requirement of Teaching, Learning, and Culture within critical multicultural perspectives.
* While this course enables doctoral students to be independent thinkers and researchers it also facilitates the opportunity for them to become agents of social change with special focus on racial social context of education, it challenges them to identify and deconstruct problematic hegemonic social structures such as whiteness, to then ultimately recreate racial democratic possibilities and rethink schooling.
* Engaging new researchers in the pedagogical process of the course on critical multiculturalism require students’ active participation in the development of their own conscientization, in regards to understandings of critical race theory and social theories through literature review, methodological aspects and overall structure of a research proposal and dissemination of research findings (for possible publications).
* This course serves as an opportunity for new researchers to generate knowledge and experiences about the real world seen from a critical race theory point of view.
* In addition, the content of the course builds glocal (global and local) awareness to provide student with an opportunity to achieve their educational goals and prepare them to address the emergent issues of racism confronting the region, state, nation, and the international community.
* It also assists doctoral students to engage specially disenfranchised young learners to critically re-think and re-invent/re-imagine education into realistic possibilities, considering aspects of their historical, geographical, cultural, political, religious, and economic backgrounds.
* Education ought to be concerned with diversity. In thinking in terms of race, class, and gender, differences are embraced as sites of creativity and critique in a multicultural pluralistic society, thus allowing students the ability to conceptualize multiple perspectives and power relationships on issues of diversity acceptance and production as well as to build a sense of communal identity.
* Ultimately, through several regular individual/small group meetings this course creates an opportunity to [re]orient student about racialized issues that include their own individual/group views and approaches to the structuring of their research and publication and/or dissertation proposal.
STUDENT EVALUATION:
All students receive a grade “A” since first day of class, however in order to maintain this grade each student must complete assignments as follows. An “I” incomplete grade will not be available in this class.
All objectives of this course will be achieved by following the assessment grade criteria of score points below:
(40 points) Final Paper to be Submitted for Publication –typed double-spaced. Students will choose a topic of interest related to their area of interest (on diversity/ multiculturalism issues) and develop a paper to be submitted for publication. It can be theoretical based on library research and literature review and or on existing public data. It needs to follow APA guidelines with a minimum of 8,000 words. It includes 5 points for classroom presentations. Students will be required to submit every week at least one paragraph to build on for final project. Professor will be providing assistance, mentoring, and guidance throughout the semester.
(15 points) Publishable Lesson Plan
On this assignment each student will prepare two top model lesson plans or classroom activity that is real and usable at any grade level for any educational institution (public school, or private, university…). These lesson plans will be presented in class. Also student will submit in writing detail steps of this lesson plan focusing on social context of education, social justice, contextualized teaching, it needs to be critical to foster critical consciousness. No less than a brilliant and innovative idea is acceptable. Submit it at our course’s blackboard. It needs to be publishable and may be also submitted to the freireanpedagogy@
Guidelines for the “Publishable Lesson Plan” assignment are found below.
(15 points) One page Reading Reflections—(assignment) typed double-spaced paper (One paragraph synopsis with main arguments of assigned reading of the week, and one paragraph for critical reflection of it. Assignment may also request students to answer a question about the readings. (All together this assignment will compose about five/six papers--one page each).
(15 points) Classroom participation: Read assigned readings for the day; small support group discussion, participation at all class sessions. Additionally, students are required to present in writing a reflective paragraph summary for all the other remaining readings as scheduled due for the day; submit it on Blackboard before class meeting. Students will be asked, often on, to verbalize in class these readings for classroom discussion and dialogue, so bring a hard copy to class. All papers must be submitted on time, One (1) point will be deducted for each late paper (including the one page paper and/or written reflective paragraph) and student is asked to withdraw from classroom dialogue. The blackboard system will not allow late submissions.
(15 points) Student’s Choice of Reading on Curriculum
Student will choose a reading (either an article or book chapter) of her/his interest regarding critical multiculturalism and develop a classroom presentation about it (with PPT). This assignment requires library research. Students are asked to choose one reading that is innovative and refreshing for himself/herself with thought provoking potential: to enhance our classroom dialogue and rethink schooling praxis. Student will present a copy of the reading choice on second week of class for professor’s approval. Subsequently student will send an online PDF version for each classmate and present it in class as designated in course calendar. At the day of presentation student presenting is required to also submit a one page paper (with one paragraph synopsis and another one for personal reflections of the reading). (Note: 5 points out of 15 is for classroom presentation; please have a second and third reading choice in case classmates have chosen the same one).
Covering assigned daily readings pop quizzes may be given and the results incorporated into this segment of the grade. An open notebook test may be given at the end of semester of notes from class and student will only be allowed to consult his or her own notes. Student is required to log in at professor’s web ct page from day one and fulfill assigned tasks as stated on syllabus.
The TExES Competencies achievements are evaluated here as well.
Professor reserves the right to create other assignments if necessary and appropriate, such
as attending to special conference presentations, additional readings...
Directions for Logging into Blackboard:
1. Open Internet browser window (IE or FireFox)
2. In the Address bar, type in the following URL:
3. You will get some alert messages, click OK for them
4. Locate the sign-in area at the top right side of the screen and log in using your UTEP email username and password
5. Once you have logged in, locate the Blackboard link on the left side and click it. This will open another window
6. Scroll down until you reach the listing of courses and click on the course that you are enrolled in.
The quality of assignments and work may determine ultimately grade qualifications. For instance, assignments are evaluated using best judgment and rationale criteria as follows:
[“A” = model quality] Content/substance, presentation/articulation are model academic quality.
[“B” = exceeds satisfactory level] This qualification shows students’ above satisfactory effort.
[“C” = satisfactory] It means that the basic requirements of the assignments are met.
Points x grade
90-100= A // 80-89= B // 70-79= C // 60-69= D+ // below 59= F
Student Responsibilities
Since this class is based on collective construction of knowledge rather than its mastery, in-class participation is essential. Students are expected to arrive on time, stay in class until the end of the session, and attend ALL class meetings–(no absence is allowed in this class) (note: two tardies are considered one absence established at professor’s discretion). However, on an event of an emergency and exceptional basis, or under extenuating circumstances a maximum of two (2) excused absences are tolerated, according to professor discretion. The absent student is expected to obtain class notes from class-mates in one’s support group, and catch up with course work. Students who are absent to the class session will be required to research, summarize and present in writing one article related to the issues discussed in class on the session following the absence. Note: More than two absences will require that the student retake the course. For any unjustified absence students will lose up to 5 points. For justified absences students are required to bring appropriate documentation. It is students’ responsibility to sign in everyday of class. Failing to sign in will require student to prove they were present.
Grades for this course will be determined based on completion of the course assignments, activities, and regular participation in all aspects of the course. In completing the written assignments, make certain to provide as much detail as possible, and to use syntax, grammar, spelling, and punctuation appropriate and expected in graduate level academic discourse.
Keep a copy of all assignments until the course is completed and final grades are recorded. Please make certain that your name, as well as assignment number or title is on each assignment. Proofread carefully. Graduate work should be as close to error-free as is humanly possible. If an extreme emergency arises, notify the professor in writing.
Cellular phones are to be kept turn off during class work; attempting answering a call is not acceptable.
Assignments:
To maintain “A” or “B” grades, all assignments must have been turned in class of due date, whether the student is present or not.
All assignments are expected to reflect true academic quality, ideas well-articulated and a grammatically correct presentation will be evaluated.
For the most part, all main requirements are contained in this syllabus; however, the professor reserves the right to make additional assignments which may assist students to further improve their professional development
Electronic Mail: Each student is expected to establish an email address at UTEP and/or
elsewhere for email communication with professor. The computer lab in Education
212 (or any other Student Computer Lab on campus) can help facilitate this requirement
for those who need an email address. Email address will be required for web ct dialogue
participation.
TEXTS BOOKS FOR THE COURSE:
1. Race Frameworks: Multidimensional Theory of Racism and Education
By: Zeus Leonardo (2013). Teachers College Press.
2. Culturally Responsive Teaching: Theory, Research, and Practice. By Geneva Gay (2010). Teachers College Press.
3. Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States. By Eduardo Bonilla-Silva (2009). Rowman & Littlefield.
4. Collection of articles (available online at UTEP library web site, look for Rossatto’s class—SCFE 6313 or TED 5313); Here are the directions:
Guidelines to Access Online Readings
1. Open Internet browser window and,
2. In the address bar, type in web site: libraryweb.utep.edu
3. Then click links from: UTEP Library Home Page
4. Library Services
5. Course Reserves
6. Then type/click: Prof Rossatto or TED 5313/SCFE 6313
7. CLICK ON READINGS and the list will open up to view and/or print
Recommended Reading not required:
1. The Lone Ranger and Tonto Fistfight in Heaven. By Sherman Alexie
2. Borderlands La Frontera: The New Mestiza. By Gloria Anzaldúa
3. Ain’t No Makin’ It: Aspirations & Attainment in Low-Income Neighborhood. By Jay MacLeod
4. Why Are All the Black Kids Sitting Together in the Cafeteria. By Beverly Tatum
5. Con Respeto, Guadalupe Valdez
6. Everyday Antiracism: getting real about race in schools/Edited by Mica Pollock
CLASS CALENDAR, DAILY READINGS, CONTENT, AND ASSIGNMENTS
(Note: Each student needs to submit one-page paper for assigned reading and for all other readings a reflective summary paragraph)
Date Topic Assignments Due
Aug 30 Overview of Course Syllabus
Topic selection of research interest for Final Paper,
building classroom community, and support group
through cooperative learning experience
Sept 06 Functionalism of Schooling, Student Motivation, Teaching and Learning on Diversity, Learning Engagement
Video – “The Pathology of Privilege” Video by Tim Wise
Required for next week:
American Apartheid: Segregation and the
Making of the Underclass (p. 16 – 59) Paragraph Reflection
By Douglas Massey and Nancy Denton
Does Critical Pedagogy Work with Privileged Students?
By Ricky Lee Allen & César Augusto Rossatto Paragraph Reflection
Sept 13 Teacher Center X Student Centered Learning, Structuralism-Functionalism, Critical Pedagogy, Teaching and Learning, Critical Theory, Education, Problem Posing Approaches
We will watch this in class:
“Lost in Detention” Video
Required for next week:
“White Privilege: Unpacking the Invisible Knapsack.” By McIntosh
Paragraph Reflection
Racial Pedagogy of the Oppressed: Critical Interracial Dialogue for Teachers of Color, By Rita Kohli Paragraph Reflection
Recommended not required:
Pedagogy of the Oppressed (pp.125-183)
By Paulo Freire
Critical Pedagogy Applied Praxis: A Freirean Interdisciplinary
Project and Grassroots Social Movement
By Cesar Rossatto (pp. 156-170)
Centeredness of School Pedagogy
By Cesar Rossatto (p. 1-15)
Sept 20 Conflict Theory, Economic Reproduction Theory,
Cultural Diversity and Learning; Racial Identity Development Theory
(Striking photos challenge the way we see blackness)
Required:
Talking About Race, Learning About Racism: The Application of Racial Identity Development Theory in the Classroom
By Berverly Tatum Paragraph Reflection
Becoming and Unbecoming White: Owning and Disowning a Racial Identity. Christine Clark and James O'Donnell, eds.
Presenter: Laura E. Alvarado Paragraph Reflection
Recommended:
Savage Inequalities: Children in America’s Schools
By Jonathan Kozol
Subtractive Schooling By Angela Valenzuela
Understanding Cultural Diversity and Learning
By John Ogbu
Sept 27 Social and Cultural Reproduction Theory, Tracking,
Labor and Hidden Curriculum, Stereotypes, Culture, Mexican Americans
Required:
The Racial Contract, By Charles Mills Paragraph Reflection
“White Squall; Resistance and the Pedagogy of Whiteness.”
Cultural Studies 11, no 3 (1997): 376-89. Henry A. Giroux
Presenter: Myrna Avalos Paragraph Reflection
Recommended:
Social Class and the Hidden Curriculum
of Work Jean Anyon, (p. 67-91)
Keeping Track, Part 1and 2: The Policy and Practice of Curriculum Inequality By Jennie Oakes (P. 12-153)
Oct 04 Critical Race Theory, Racism, Whiteness, Segregation,
Multiculturalism, Multidimensional Theory
of Racism and Education
Required:
Race Frameworks: A Multidimensional Theory
of Racism and Education. By Zeus Leonardo One Page paper is due
“The Globalization of White Supremacy: Toward a Critical Discourse on the Racialization of the World,” Educational Theory 51, no. 4 (Fall 2001): 467-85. Ricky Lee Allen, Paragraph Reflection
Presenter: Ulises Neira-Galaviz Morales
Recommended:
Racelessness as a Factor in Black Students’ School Success: Pragmatic Strategy or Pyrrhic Victory? Signithia Fordham (p. 54-82)
Oct 11 Critical Race Theory, Racism, Whiteness, Segregation, Multiculturalism,
Multidimensional Theory of Racism and Education
Required:
Racism without Racist: Color-Blind Racism and One Page Paper
the Persistence of Racial Inequality in America
By Eduardo Bonilla Silva
Faces at the Bottom of the Well: The Permanence of Racism
By Derrick Bell (chapter only of this book) Paragraph Reflection
Oct 18 Indigenous and Border Studies, Identity, Diversity, Racial/Gender Issues
Required: Epistemologies of the South: Justice Against Epistemicide (chapter)
by Boaventura de Sousa Santos Paragraph Reflection
Misplaced Multiculturalism: Representations of American Indians in
U.S. History Academic Content Standards. By Carl B. Anderson (2012). Curriculum Inquiry, 42(4), 497-509.
Paragraph Reflection
Recommended:
The Lone Ranger and Tonto Fistfight in Heaven.
By Sherman Alexie
Borderlands La Frontera: The New Mestiza
By Gloria Anzaldua
Oct 25 Interpretive Theory/Symbolic Interactionism, Diversity in Educational
Settings, Social Identities, Generation, Dissemination and Application of
Knowledge, Documentation, Preservation, and Expression of Cultures
Required:
The Colonisation of Social Class in Education Paragraph Reflection
Author(s): Kathleen Lynch and Cathleen O'Neill
This Bridge Called My Back: Writings by Radical Women of Color (New York: Kitchen Table/Women of Color Press, 1981/1983). Cherríe Moraga and Gloria Anzaldúa, eds.
Presenter: Laura Nunez-Bolanos Paragraph Reflection
Recommended:
Life History of a First Grade Teacher: A Narrative of Culturally
Sensitive Teaching Practice, By Mary Hauser (p. 63-77)
Nov 01 Student Empowerment, Diversity, Resistance Theory, Critical Race Theory, Racism, Whiteness, Segregation, Multiculturalism, Immigration, Teachers’ Identity
Required:
Empowering Students by Jim Cummins Paragraph Reflection
Silencing in Public Schools (p. 157-172) One page paper
By Michelle Fine
“Gangsta Culture — Sexism and Misogyny: Who Will Take the Rap?” in Outlaw Culture: Resisting Representations (New York: Routledge, 1994), 115-23. bell hooks,
Presenter: Jorge Lujan Paragraph Reflection
Recommended:
How Does the Culture of the Teacher Shape the Classroom Experience of Latino Students? The Unexamined Question in Critical Pedagogy
By Antonia Darder (p. 195-220)
Becoming a Person: Fictive Kinship as a Theoretical Frame
By Signithia Fordham (p. 67-101)
Video: Fear and Learning (available online at UTEP library)
Nov 08 Sociology of Education, Anthropology, Social Class Reproduction,
Quality of Education on Inner Cities, Race Issues, Immigration, Education
Parents Involvement, Schools and Communities
Required:
Culturally Responsive Teaching: Theory, Research, and Practice,
By Geneva Gay One Page paper
"En Rapport, in opposition: Cobrando Cuentas a las Nuestras," in Making Face, Making Soul/Haciendo Caras: Creative and Criticsl Perspectives by Women of Color. Anzaldua,
Presenter: Beatriz Soria Paragraph Reflection
“Decentering Whiteness: In Search of a Revolutionary Multiculturalism,” Multicultural Education 5, no. 1 (Fall 1997): 4-11. Peter McLaren
Presenter: Charlene Bezerra Paragraph Reflection
Recommended:
Ain’t No Makin’ It: Aspirations & Attainment
in Low-Income Neighborhood
By Jay MacLeod
Con Respeto: Bridging the Distances
Between Culturally Diverse Families and Schools
By Guadalupe Valdez
Nov 15 Moral Values, Citizenship, Racial and Ethnical Identity Formation
and its psychology, Character, Meaning, Religion, and Social Identities, Practical Applications of Antiracism Education, Critical Race Theory Applied into Practices
Required:
Why Are All the Black Kids Sitting One page paper
Together in the Cafeteria. By Beverly Tatum
Video: “The Color of Fear”
Is Religion Still the Opiate of the People? Paragraph Reflection
By Cesar Rossatto
Recommended: Precious Knowledge (movie)
Nov 22 Decolonial thinking, Multiculturalism, Democratic Possibilities and Rethink Schooling, Empirical and Epistemological Efforts to Generate Knowledge, Global Awareness and Interdisciplinary Approaches
Required: Decolonizing the Mind by NGugi wa Thiong'o Paragraph Reflection
Delinking, Decoloniality & Dewesternization:
Interview with Walter Mignolo (Part II) Paragraph Reflection
Recommended: Everyday Antiracism Edited by Mica Pollock
Nov 29 Teachers as Social Transformative Intellectual Leaders,
Students to Own Experiences with Schooling, Teaching, and Learning,
Educators as Classroom Facilitators and Agents of Social Change, Integration of Contextualized Activities Realistic to Historical, Geographical, Cultural, Political, and Economic Backgrounds into Emancipatory Alternatives, Dissemination and Application of Knowledge.
Final projects oral presentations Final paper and Lesson Plan is due
Dec 06 Final projects oral presentations (Continue)
Publishable Lesson Plan Guidelines
This “Publishable Lesson Plan” assignment may be based in TED 6302 student personal experience as an educator that has produced outstanding rapport with pupils. Submit an interesting classroom design conducive to contextualized learning. It needs to be a model of lesson plan with any grade level that can be implemented in real schooling settings. Describe activities that use individualized and/or collective instruction through critical pedagogy. Your lesson plan can cover a myriad of topics and approaches in education. It needs to show practical ideas, how-to frameworks, and its positive results in the classroom. It must be a model for other educators who can use this idea as resource and learning tool for their own planning and delivery of critical educational curriculum.
The purpose of this exercise is to build a collection of teaching resources that expose theories and experiences of educators that value a democratic classroom. The following are specific conceptions and requirements for the “Publishable Lesson Plan”:
1. Article should be in APA format;
2. Should include a brief bio student area of expertise and history (student's name);
3. Theories used to prepare the lesson plan and classroom practice;
4. Description of the practice (work or activities, how-to, results, etc.);
5. State: Grade level (elementary, middle, or high school) and subject area.
6. Lesson plans should involve one or more of the following teaching strategies and components:
Conscientization; Critical Thinking as a way of questioning reality, not higher order thinking; Deconstructing oppressive structures; Participatory democracy; Critical Pedagogy; Critical multiculturalism; Social justice: Equity, Access, Empowerment; Diversity: race, class, gender, socio-economic; Humanism; Educators as social agents; Teachers as transformative intellectual leaders; Organic intellectuals; Holistic education
Grassroots empowerment; Liberation; Emancipation.
FINAL PUBLISHABLE PAPER
Students will be required to submit every week at least one paragraph to build on for final project. Professor will be providing assistance, mentoring, and guidance throughout the semester. This final paper may include the following components:
1. Title – It needs to give a good idea of what the project is all about.
2. Abstract – The abstract is a synopsis of topic and a brief notion of findings.
3. Introduction-- It’s an overview of the whole project and its rationale.
4. Statement of the Problem – Explain its causes, or historical foundations, or any
related background of the problem.
5. Need for the Study –– Why is there a need to study this particular topic, case,
or phenomenon? Show (prove) that there is a gap on literature you have reviewed to prove that others have not studied the “same thing” you are proposing. Try to be innovative, creative. It is expected that you say something like: “Much research had been done in this area; however, very little research had been done to address/examine (and be specific about your focus…).
6. Purpose– Then you can say how your research will fill this gap by stating the purpose of your study. You may say something like: “Therefore, the purpose of this study is to uncover/cover/fill… (and lay out your goals).
7. Literature Review – In your own words articulate the various readings you did and how they inform your study. Using discursive language narrate the relevance of all readings to the construction of knowledge or new understandings related to your topic. Lay out the pros and cons or scientific findings that shed new light to your study. It should not be choppy like a laundry list, use transitions to compare and contrast readings.
8. Research Question – Use preferably how, why, what questions and avoid
questions that give yes or no answers. So it would allow the discovery of findings to evolve during your study that may be unexpected. (These are not survey questions that you would ask research participants, rather they are general questions you are trying to find answers in your study). These should be no more than 3 to 4 key questions.
9. Methodology –How was the study conducted? Were the methods chosen
appropriate for your study? It should include study's population and sample-(who did you study? if appropriate grade level, how many research participants...) Also say if you used quantitative and qualitative approaches-(meaning surveys or observations, interviews...).
10. Findings - Include all findings and main patterns of your study’s results. It is expected that you lay it out data and your own interpretation of it, using narrative or discursive writing. State clearly how your findings answer the research questions.
11. Conclusion - You are encouraged to speak freely now that you have the
theoretical and practical foundations. In your own words, speak with authority on the topic and say what you think about it. Your opinion here is appropriate.
12. Suggestions – What would be your suggestions for classroom ideas, curriculum, policies or any suggestions you consider important for pedagogical improvement. In addition, you need to give very specific ideas about how would you teach students about social science issues to solve or avoid the development of problem/s you studied. If appropriate give ideas of how your study can shed new light into social science education.
13. The last component is the Bibliography. It needs to include at least 20 reliable reading references from journals and books.
Formatting: according to APA book, doubled-spaced, and on font # 12; Length: with a minimum of 8,000 words. Throughout the whole paper you are expected to include references of all authors you read and cited on bibliography.
Grading will be based on clarity, cohesiveness, and logic academic rationale expected of graduate students. The main focus will be placed on the strength of arguments made that substantiate your claims, main patterns, and interpretations; making sure to answer research questions.
On Oral Presentation student must use power points style of presentation with guiding bullet words of study’s main focus with enough self-explanatory text and content. Note: Copies of your final paper whole typed page are not appropriate. Please submit it on blackboard discussion folder as an attachment.
Student Profile
(Detach this form and submit it first or second day of class)
_______________________ ___________________
(Last Name) (First Name)
Email address: ________________________
Local phone*:____________________ Home phone* (if different)_________
Address: Street (or campus box and room) ________________________________________________________________________
City_____________________ Zip.______________________
Objections to syllabus or what other content do you think this course should cover and why? __________________________________________________________________________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Any additional comments you may have (e.g. What you hope to do professionally, health problems (ADA), experiences at UTEP, etc. that professor should be informed)._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Please inform professor of any change in phone numbers during the semester.
Also feel free to discuss with professor any difficulties you may have with the course.
I read and fully understand the requirements as stated in this course’s syllabus. I comprehend that this class is based on dialogue and discussion of relevant topics related to multiculturalism that may be controversial for some students. Therefore, I agree to express my opinion respectfully, making my best effort to contribute to harmonious classroom climate without engaging in any disruptive, condescending or hostile attitude.
______________________________ ________________
Student Signature Date
Please leave this following block blank for my records.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Selected Bibliography
Whiteness Studies, Whiteness Theory
William Aal, “Moving from Guilt to Action: Antiracist Organizing and the Concept of ‘Whiteness’ for Activism and the Academy,” in The Making and Unmaking of Whiteness, ed. Birgit Brander Rasmussen, Eric Klinenberg, Irene J. Nexica, and Matt Wray (Durham, NC: Duke University Press, 2001), 294-310.
Rebecca Aanerud, “Fictions of Whiteness: Speaking the Names of Whiteness in U.S. Literature,” in Displacing Whiteness: Essays in Social and Cultural Criticism, ed. Ruth Frankenberg (Durham, NC: Duke University Press, 1997), 35-59.
Rebecca Aanerud, “Now More than Ever: James Baldwin and the Critique of White Liberalism,” in James Baldwin Now, ed. Dwight A. McBride (New York: New York University Press, 1999), 56-74.
Rebecca Aanerud, “Thinking Again: This Bridge Called My Back and the Challenge to Whiteness,” in This Bridge We Call Home: Radical Visions for Transformation, ed. Gloria Anzaldúa and AnaLouise Keating (New York: Routledge, 2002), 69-77.
John Alberti, “The Nigger Huck: Race, Identity, and the Teaching of Huckleberry Finn,” College English 57, no. 8 (December 1995): 919-37.
Linda Martín Alcoff, “What Should White People Do?” Hypatia 13, no. 3 (Summer 1998): 6-26. Reprinted in: Linda Martín Alcoff, “What Should White People Do?” in Decentering the Center: Philosophy for a Multicultural, Postcolonial, and Feminist World, ed. Uma Narayan and Sandra Harding (Bloomington: Indiana University Press, 2000), 262-82.
Ricky Lee Allen, “The Globalization of White Supremacy: Toward a Critical Discourse on the Racialization of the World,” Educational Theory 51, no. 4 (Fall 2001): 467-85.
Theodore W. Allen, The Invention of the White Race: Vol. 1: Racial Oppression and Social Control (London: Verso, 1994).
Theodore W. Allen, The Invention of the White Race: Vol. 2: The Origin of Racial Oppression in Anglo-America (London: Verso, 1997).
W. B. Allen, “Response to a ‘White Discourse on Racism,’” Educational Researcher 22, no. 8 (November 1993): 11-13.
Tomás Almaguer, Racial Fault Lines: The Historical Origins of White Supremacy in California (Berkeley: University of California Press, 1994).
Gloria Anzaldúa, “En Rapport, in Opposition: Cobrando Cuentas a las Nuestras,” in Making Face, Making Soul/Haciendo Caras: Creative and Critical Perspectives by Women of Color, ed. Gloria Anzaldúa (San Francisco: Aunt Lute Foundation Books, 1990), 142-48.
Barbara Applebaum and Erin Stoik, “On the Meaning and Necessity of a White, Anti-Racist Identity,” in Philosophy of Education 2000, ed. Lynda Stone (Urbana, IL: Philosophy of Education Society, 2001), 307-16.
Valerie Babb, Whiteness Visible: The Meaning of Whiteness in American Literature and Culture (New York: New York University Press, 1998).
Alison Bailey, “Despising an Identity They Taught Me to Claim: Exploring a Dilemma of White Privilege Awareness,” in Whiteness: Feminist Philosophical Narratives, ed. Chris J. Cuomo and Kim Q. Hall (Lanham, MD: Rowman & Littlefield, 1999), 85-104.
Alison Bailey, “Locating Traitorous Identities: Toward a View of Privilege-Cognizant White Character,” Hypatia 13, no. 3 (Summer 1998): 27-42. Reprinted in: Alison Bailey, “Locating Traitorous Identities: Toward a View of Privilege-Cognizant White Character,” in Decentering the Center: Philosophy for a Multicultural, Postcolonial, and Feminist World, ed. Uma Narayan and Sandra Harding (Bloomington: Indiana University Press, 2000), 283-98.
Alison Bailey, “Privilege: Expanding on Marilyn Frye’s ‘Oppression’,” Journal of Social Philosophy 29, no. 3 (Winter 1998): 104-19.
Peter Bailey, “World without ‘White’,” [Fast Chat interview with Noel Ignatiev] Newsweek CXLII, no. 2 (July 14, 2003): 7.
James Baldwin, Collected Essays[: Notes of a Native Son, Nobody Knows My Name, The Fire Next Time, No Name in the Street, The Devil Finds Work, Other Essays], selected by Toni Morrison (New York: Library of America, 1998).
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Catherine Jurca, White Diaspora: The Suburb and the Twentieth-Century American Novel (Princeton: Princeton University Press, 2001).
Julie Kailin, Antiracist Education: From Theory to Practice (Lanham, MD: Rowman & Littlefield Publishers, 2002).
Julie Kailin, “How White Teachers Perceive the Problem of Racism in Their Schools: A Case Study in ‘Liberal’ Lakeview,” Teachers College Record 100, no. 4 (Summer 1999): 724-50.
Judy H. Katz, White Awareness: Handbook for Anti-Racism Training (Norman: University of Oklahoma Press, 1978).
Melanie Kaye/Kantrowitz, “Jews, Class, Color and the Cost of Whiteness,” in The Issue Is Power: Essays on Women, Jews, Violence and Resistance (San Francisco: Aunt Lute Books, 1992), 139-49.
Melanie Kaye/Kantrowitz, “Jews in the U. S.: The Rising Costs of Whiteness,” in Names We Call Home: Autobiography on Racial Identity, ed. Becky Thompson and Sangeeta Tyagi (New York: Routledge, 1996), 120-37.
AnnLouise Keating, “Interrogating ‘Whiteness,’ (De)Constructing ‘Race,’” College English 57, no. 8 (December 1995): 901-18.
Louise H. Kidder, “Colonial Remnants: Assumptions of Privilege,” in Off White: Readings on Race, Power, and Society, ed. Michelle Fine, Lois Weis, Linda C. Powell, and L. Mun Wong (New York: Routledge, 1997), 158-66.
Joe L. Kincheloe, Shirley R. Steinberg, Nelson M. Rodriguez, and Ronald E. Chennault, eds., White Reign: Deploying Whiteness in America (New York: St. Martin’s Press, 1998).
Joyce E. King, “Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers,” The Journal of Negro Education 60, no. 2 (Spring 1991): 133-46.
Joel Kovel, White Racism: A Psychohistory (New York: Pantheon Books, 1970).
Joyce A. Ladner, ed., The Death of White Sociology (New York: Random House, 1973).
Julie Landsman, A White Teacher Talks about Race (Lanham, MD: Scarecrow Press, 2001).
Colleen L. Larson and Carlos J. Ovando, The Color of Bureaucracy: The Politics of Equity in Multicultural School Communities (Belmont, CA: Wadsworth, 2001).
Sandra M. Lawrence and Beverly Daniel Tatum, “Teachers in Transition: The Impact of Antiracist Professional Development on Classroom Practice,” Teachers College Record 99, no. 1 (Fall 1997): 162-78.
Sandra M. Lawrence and Beverly Daniel Tatum, “White Teachers as Allies: Moving from Awareness to Action,” in Off White: Readings on Race, Power, and Society, ed. Michelle Fine, Lois Weis, Linda C. Powell, and L. Mun Wong (New York: Routledge, 1997), 333-42.
Jane Lazarre, Beyond the Whiteness of Whiteness: Memoir of a White Mother of Black Sons (Durham, NC: Duke University Press, 1996).
Cynthia Levine-Rasky, ed., Working through Whiteness: International Perspectives (Albany: State University of New York Press, 2002).
Amanda E. Lewis, “There Is No ‘Race’ in the Schoolyard: Color-blind Ideology in an (Almost) All-White School,” American Educational Research Journal 38, no. 4 (Winter 2001): 781-811.
George Lipsitz, The Possessive Investment in Whiteness: How White People Profit from Identity Politics (Philadelphia: Temple University Press, 1998).
George Lipsitz, “The Possessive Investment in Whiteness: Racialized Social Democracy and the ‘White’ Problem in American Studies,” American Quarterly 47, no. 3 (September, 1995): 369-87.
George Lipsitz, “Toxic Racism [Response],” American Quarterly 47, no. 3 (September, 1995): 416-27.
James W. Loewen, The Mississippi Chinese: Between Black and White (Cambridge: Harvard University Press, 1971).
Ian F. Haney López, White by Law: The Legal Construction of Race (New York: New York University Press, 1996).
Audre Lorde, “Age, Race, Class, and Sex: Women Redefining Difference,” in Sister Outsider: Essays and Speeches (Freedom, CA: The Crossing Press, 1984), 114-23. [orig. 1980]
Audre Lorde, “An Open Letter to Mary Daly,” in Sister Outsider: Essays and Speeches (Freedom, CA: The Crossing Press, 1984), 66-71. [orig. 1979]
Eric Lott, “All the King’s Men: Elvis Impersonators and White Working-Class Masculinity,” in Race and the Subject of Masculinities, ed. Harry Stecopoulos and Michael Uebel (Durham, NC: Duke University Press, 1997), 192-227.
Frances A. Maher and Mary Kay Thompson Tetreault, “Learning in the Dark: How Assumptions of Whiteness Shape Classroom Knowledge,” Harvard Educational Review 67, no. 2 (Summer 1997): 321-49.
Frances A. Maher and Mary Kay Thompson Tetreault, “‘They Got the Paradigm and Painted It White’: Whiteness and Pedagogies of Positionality,” in White Reign: Deploying Whiteness in America, ed. Joe L. Kincheloe, Shirley R. Steinberg, Nelson M. Rodriguez, and Ronald E. Chennault (New York: St. Martin’s Press, 1998), 137-58.
Biddy Martin and Chandra Talpade Mohanty, “Feminist Politics: What’s Home Got to Do with It?” in Feminist Studies, Critical Studies, ed. Teresa de Lauretis (Bloomington: Indiana University Press, 1986), 191-212.
George A. Martinez, “Mexican Americans and Whiteness,” in The Latino/a Condition: A Critical Reader, ed. Richard Delgado and Jean Stefancic (New York: New York University Press, 1998), 175-79. Also: George A. Martinez, “Mexican Americans and Whiteness,” in Critical White Studies: Looking Behind the Mirror, ed. Richard Delgado and Jean Stefancic (Philadelphia: Temple University Press, 1997), 210-13. Also published in a somewhat different version as George A. Martinez, “The Legal Construction of Race: Mexican-Americans and Whiteness,” Harvard Latino Law Review 2, no. 1 (Fall 1997): 321-47.
Sherry Marx and Julie Pennington, “Pedagogies of Critical Race Theory: Experimentations with White Preservice Teachers,” International Journal of Qualitative Studies in Education 16, no. 1 (January-February, 2003): 91-110.
Cris Mayo, “Civility and Its Discontents: Sexuality, Race, and the Lure of Beautiful Manners,” in Philosophy of Education 2001, ed. Suzanne Rice (Urbana, IL: Philosophy of Education Society, 2002), 78-87.
Cris Mayo, “Vertigo at the Heart of Whiteness,” in Philosophy of Education 2000, ed. Lynda Stone (Urbana, IL: Philosophy of Education Society, 2001), 317-20.
Cameron McCarthy, “Contradictions of Power and Identity: Whiteness Studies and the Call of Teacher Education,” International Journal of Qualitative Studies in Education 16, no. 1 (January-February, 2003): 127-133.
Cameron McCarthy, Ed Buendía, Carol Mills, Shuaib Meacham, Heriberto Godina, Carrie Wilson-Brown, Maria Seferian, and Theresa Souchet, “The Last Rational Men: Citizenship, Morality, and the Pursuit of Human Perfection,” in Measured Lies: The Bell Curve Examined, ed. Joe L. Kincheloe, Shirley R. Steinberg, and Aaron D. Gresson III (New York: St. Martin’s Press, 1996), 251-64.
Cameron McCarthy, Alicia Rodriguez, Shuaib Meacham, Stephen David, Carrie Wilson-Brown, Heriberto Godina, K. E. Supryia, and Ed Buendia, “Race, Suburban Resentment, and the Representation of the Inner City in Contemporary Film and Television,” in Cultural Studies: A Research Volume, Vol. 1, ed. Norman K. Denzin (Greenwich, CT: JAI Press, 1996), 121-40.
Bonnie McElhinny, “See No Evil, Speak No Evil: White Police Officers’ Talk about Race and Affirmative Action,” Journal of Linguistic Anthropology 11, no. 1 (June 2001): 65-78.
Peggy McIntosh, “White Privilege, Color, and Crime: A Personal Account,” in Images of Color, Images of Crime: Readings, ed. Coramae Richey Mann and Marjorie S. Zatz (Los Angeles: Roxbury Pub. Co., 1998), 207-216. [Orig. 1996]
Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack,” Peace and Freedom (July/August, 1989): 10-12. Also Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack,” in Race: An Anthology in the First Person, ed. Bart Schneider (New York: Crown, 1997), 120-26.
Peggy McIntosh, “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women’s Studies,” Working Paper No. 189 (Wellesley, MA: Wellesley College Center for Research on Women, 1988). Also Peggy McIntosh, “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women’s Studies,” in Race, Class, and Gender: An Anthology, ed. Margaret L. Andersen and Patricia Hill Collins (Belmont, CA: Wadsworth Pub. Co., 1992), 70-81; Peggy McIntosh, “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women’s Studies,” in Race, Class, and Gender: An Anthology, 2nd ed., ed. Margaret L. Andersen and Patricia Hill Collins (Belmont, CA: Wadsworth Pub. Co., 1992), 76-87; and Peggy McIntosh, “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women’s Studies,” in Critical White Studies: Looking Behind the Mirror, ed. Richard Delgado and Jean Stefancic (Philadelphia: Temple University Press, 1997), 291-99.
Alice McIntyre, Making Meaning of Whiteness: Exploring Racial Identity with White Teachers (Albany: State University of New York Press, 1997).
Alice McIntyre, “Exploring Whiteness and Multicultural Education with Prospective Teachers,”Curriculum Inquiry 32, no. 1 (Spring 2002): 31-49.
Alice McIntyre, “A Response to Rosa Hernández Sheets,” Educational Researcher, 29, no. 9 (December 2000), 26-27.
Patricia McKee, Producing American Races: Henry James, William Faulkner, Toni Morrison (Durham, NC: Duke University Press, 1999).
Peter McLaren, “Decentering Whiteness: In Search of a Revolutionary Multiculturalism,” Multicultural Education 5, no. 1 (Fall 1997): 4-11.
Rebecca Meacham, “The Entanglements of Teaching Nappy Hair,” in Race in the College Classroom: Pedagogy and Politics, ed. Bonnie TuSmith and Maureen T. Reddy (New Brunswick, NJ: Rutgers University Press, 2002), 71-83.
Jackson B. Miller, “‘Indians,’ ‘Braves,’ and ‘Redskins’: A Performative Struggle for Control of an Image,” Quarterly Journal of Speech 85, no. 2 (May 1999): 188-202.
Charles W. Mills, “Revisionist Ontologies: Theorizing White Supremacy,” Blackness Visible: Essays on Philosophy and Race (Ithaca, NY: Cornell University Press, 1998), 97-118.
Satya P. Mohanty, “Drawing the Color Line: Kipling and the Culture of Colonial Rule,” in The Bounds of Race: Perspectives on Hegemony and Resistance, ed. Dominick LaCapra (Ithaca: Cornell University Press, 1991), 311-43.
Dreama Moon, “Racial Redemption and the White Southern Racial Conversion Narrative,” The Review of Communication 1 (2001): 97-102. [review of Fred Hobson, But Now I See]
Dreama Moon, “White Enculturation and Bourgeois Ideology: The Discursive Production of ‘Good (White) Girls’,” in Whiteness: The Communication of Social Identity, ed. Thomas K. Nakayama and Judith N. Martin (Thousand Oaks, CA: Sage Pub., 1999), 177-97.
Cherríe Moraga and Gloria Anzaldúa, eds., This Bridge Called My Back: Writings by Radical Women of Color (New York: Kitchen Table/Women of Color Press, 1981/1983).
Tracy D. Morgan, “Pages of Whiteness: Race, Physique Magazines, and the Emergence of Public Gay Culture,” in Queer Studies: A Lesbian, Gay, Bisexual, and Transgender Anthology, ed. Brett Beemyn and Mickey Eliason (New York: New York University Press, 1996), 280-97.
Toni Morrison, Playing in the Dark: Whiteness and the Literary Imagination (New York: Vintage: Random House, 1992).
Martin Mull and Allen Rucker, The History of White People in America (New York: Perigee Books, 1985).
T. Muraleedharan, “Rereading Gandhi,” in Displacing Whiteness: Essays in Social and Cultural Criticism, ed. Ruth Frankenberg (Durham, NC: Duke University Press, 1997), 60-85.
Albert Murray, “White Norms, Black Deviation,” in The Death of White Sociology, ed. Joyce A. Ladner (New York: Random House, 1973), 96-113.
Thomas K. Nakayama and Judith N. Martin, eds., Whiteness: The Communication of Social Identity (Thousand Oaks, CA: Sage Pub., 1999).
Thomas K. Nakayama and Robert L. Krizek, “Whiteness as a Strategic Rhetoric,” in Whiteness: The Communication of Social Identity, ed. Thomas K. Nakayama and Judith N. Martin (Thousand Oaks, CA: Sage Pub., 1999), 87-106. Originally published as Thomas K. Nakayama and Robert L. Krizek, “Whiteness: A Strategic Rhetoric,” Quarterly Journal of Speech 81, no. 3 (August 1995): 291-309.
Wolfgang Natter, “‘We Just Gotta Eliminate ’Em’: On Whiteness and Film in Matewan, Avalon, and Bulworth,” in Engaging Film: Geographies of Mobility and Identity, ed. Tim Cresswell and Deborah Dixon (Lanham, CO: Rowman & Littlefield Publishers, 2002), 246-70.
Sarah Neal, “Struggles with the Research Self: Reconciling Feminist Approaches to Antiracist Research,” in Researching Racism in Education: Politics, Theory, and Practice, ed. Paul Connolly and Barry Troyna (Buckingham, England: Open University Press, 1998), 109-21.
Dana D. Nelson, National Manhood: Capitalist Citizenship and the Imagined Fraternity of White Men (Durham, NC: Duke University Press, 1998).
Aldon L. Nielsen, Writing between the Lines: Race and Intertextuality (Athens: The University of Georgia Press, 1994).
Michael Novick, White Lies, White Power: The Fight against White Supremacy and Reactionary Violence (Monroe, ME: Common Courage Press, 1995).
Eileen O’Brien, Whites Confront Racism: Antiracists and Their Paths to Action (Lanham, MD: Rowman & Littlefield, 2001).
Michael Omi and Howard Winant, Racial Formation in the United States: From the 1960s to the 1980s (New York: Routledge & Kegan Paul, 1986). Revised edition: Michael Omi and Howard Winant, Racial Formation in the United States: From the 1960s to the 1990s, 2nd ed. (New York: Routledge, 1994).
James M. O’Toole, Passing for White: Race, Religion, and the Healy Family, 1820-1920 (Amherst: University of Massachusetts Press, 2002).
Vivian Gussin Paley, White Teacher (Cambridge: Harvard University Press, 1979).
Phyllis Palmer, Domesticity and Dirt: Housewives and Domestic Servants in the United States, 1920-1945 (Philadelphia: Temple University Press, 1989).
Thomas A. Parham, “White Researchers Conducting Multicultural Research: Can Their Efforts Be ‘Mo Betta’?” The Counseling Psychologist 21, no. 2 (April 1993): 250-56.
Ellen Pence, “Racism — A White Issue,” in All the Women Are White, All the Blacks Are Men, But Some of Us Are Brave: Black Women’s Studies, ed. Gloria T. Hull, Patricia Bell Scott, and Barbara Smith (New York: The Feminist Press at the City University of New York, 1982), 45-47.
Charmaine Perkins, “Any More Colorful We’d Have to Censor It,” in Radical Inventions: Identity, Politics, and Difference/s in Educational Praxis, ed. Suzanne de Castell and Mary Bryson (Albany: State University of New York Press, 1997), 247-68.
Jeanne Perreault, “White Feminist Guilt, Abject Scripts, and (Other) Transformative Necessities,” West Coast Line 28, no. 13/14 (Spring/Fall 1994): 226-38. [Colour: An Issue, special double issue, ed. Roy Miki and Fred Wah]
Jeanne Perreault, “Writing Whiteness: Linda Griffiths’s Raced Subjectivity in The Book of Jessica,” in Essays on Canadian Writing 60 (Winter 1996): 14-31.
Pamela Perry, Shades of White: White Kids and Racial Identities in High School (Durham, NC: Duke University Press, 2002).
Minnie Bruce Pratt, “Identity: Skin Blood Heart,” in Yours in Struggle: Three Feminist Perspectives on Anti-Semitism and Racism, by Elly Bulkin, Minnie Bruce Pratt, and Barbara Smith (New York: Long Haul Press, 1984), 11-63. Also: Minnie Bruce Pratt, “Identity: Skin Blood Heart,” Rebellion: Essays 1980-1991 (Ithaca, NY: Firebrand Books, 1991), 27-81.
Amira Proweller, “Shifting Identities in Private Education: Reconstructing Race at/in the Cultural Center,” Teachers College Record 100, no. 4 (Summer 1999): 776-808.
Race Traitor [Web version of journal]
Birgit Brander Rasmussen, Eric Klinenberg, Irene J. Nexica, and Matt Wray, eds., The Making and Unmaking of Whiteness (Durham, NC: Duke University Press, 2001).
Sherene H. Razack, Looking White People in the Eye: Gender, Race, and Culture in Courtrooms and Classrooms (Toronto: University of Toronto Press, 1998).
Sherene H. Razack, ed., Race, Space, and the Law: Unmapping a White Settler Society (Toronto: Between the Lines Press, 2002).
Adrienne Rich, “Disobedience Is What NWSA Is Potentially about” [Keynote Address: The NWSA Convention], Women’s Studies Quarterly 9, no. 3 (Fall 1981): 4-6.
Adrienne Rich, “Disloyal to Civilization: Feminism, Racism, Gynephobia,” in On Lies, Secrets, and Silence: Selected Prose 1966-1978 (New York: W. W. Norton & Co., 1979), 275-310.
John E. Richardson, “‘Now Is the Time to Put an End to All This’: Argumentative Discourse Theory and ‘Letters to the Editor’,” Discourse and Society 12, no. 2 (March 2001): 143-68.
Troy Richardson and Sofia Villenas, “‘Other’ Encounters: Dances with Whiteness in Multicultural Education,” Educational Theory 50, no. 2 (Spring 2000): 255-73.
Diane Roberts, The Myth of Aunt Jemima: Representations of Race and Region (London: Routledge, 1994).
Nelson M. Rodriguez, “Emptying the Content of Whiteness: Toward an Understanding of the Relation between Whiteness and Pedagogy,” in White Reign: Deploying Whiteness in America, ed. Joe L. Kincheloe, Shirley R. Steinberg, Nelson M. Rodriguez, and Ronald E. Chennault (New York: St. Martin’s Press, 1998), 31-62.
Nelson M. Rodriguez and Leila E. Villaverde, eds., Dismantling White Privilege: Pedagogy, Politics, and Whiteness (New York: Peter Lang, 2000).
Roberto Rodriguez, “The Study of Whiteness,” Black Issues in Higher Education 16, no. 6 (May 13, 1999): 20-25.
David R. Roediger, Colored White: Transcending the Racial Past (Berkeley: University of California Press, 2002).
David R. Roediger, Towards the Abolition of Whiteness: Essays on Race, Politics, and Working Class History (London: Verso, 1994).
David R. Roediger, The Wages of Whiteness: Race and the Making of the American Working Class, rev. ed. (London: Verso, 1999). Revised version of David R. Roediger, The Wages of Whiteness: Race and the Making of the American Working Class (London: Verso, 1991).
David R. Roediger, ed., Black on White: Black Writers on What It Means To Be White (New York: Schocken, 1998).
David Roediger, “White Workers, New Democrats, and Affirmative Action,” in The House that Race Built, ed. Wahneema Lubiano (New York: Vintage, 1998), 48-65.
Michael Rogin, “Blackface, White Noise: The Jewish Jazz Singer Finds His Voice,” Critical Inquiry 18, no. 3 (Spring 1992): 417-53.
Michael Rogin, “Making America Home: Racial Masquerade and Ethnic Assimilation in the Transition to Talking Pictures,” Journal of American History 79, no. 3 (December 1992): 1050-77.
Leslie G. Roman, “White Is a Color! White Defensiveness, Postmodernism, and Antiracist Pedagogy,” in Race, Identity and Representation in Education, ed. Cameron McCarthy and Warren Crichlow (New York: Routledge, 1993), 71-88.
Lillian Roybal Rose, “White Identity and Counseling White Allies about Racism,” in Impacts of Racism on White Americans, 2nd ed., ed. Benjamin P. Bowser and Raymond G. Hunt (Thousand Oaks, CA: Sage Pub., 1996), 24-47.
Paula Rothenberg, Invisible Privilege: A Memoir about Race, Class, and Gender (Lawrence: University Press of Kansas, 2000).
Paula Rothenberg, ed., White Privilege: Essential Readings on the Other Side of Racism (New York: Worth Publishers, 2002).
Katheryn K. Russell, The Color of Crime: Racial Hoaxes, White Fear, Black Protectionism, Police Harassment, and Other Macroaggressions (New York: New York University Press, 1998).
Karen Brodkin Sack, “How Did Jews Become White Folks?” in Race, ed. Steven Gregory and Roger Sanjek (New Brunswick, NJ: Rutgers University Press, 1994), 78-102.
George J. Sanchez, “Reading Reginald Denny: The Politics of Whiteness in the Late Twentieth Century [Response to Lipsitz],” American Quarterly 47, no. 3 (September, 1995): 388-94.
Chéla Sandoval, “Theorizing White Consciousness for a Post-Empire World: Barthes, Fanon, and the Rhetoric of Love,” in Displacing Whiteness: Essays in Social and Cultural Criticism, ed. Ruth Frankenberg (Durham, NC: Duke University Press, 1997), 86-106.
Crispin Sartwell, Act Like You Know: African-American Autobiography and White Identity (Chicago: University of Chicago Press, 1998).
Alexander Saxton, The Rise and Fall of the White Republic: Class Politics and Mass Culture in Nineteenth-Century America (London: Verso, 1990).
Susan Scheckel, The Insistence of the Indian: Race and Nationalism in Nineteenth-Century American Culture (Princeton: Princeton University Press, 1998).
James Joseph Scheurich, “A Difficult, Confusing, Painful Problem that Requires Many Voices, Many Perspectives,” Educational Researcher 22, no. 8 (November 1993): 15-16.
James Joseph Scheurich, “Toward a White Discourse on White Racism,” Educational Researcher 22, no. 8 (November 1993): 5-10.
James Joseph Scheurich and Michelle D. Young, “Coloring Epistemologies: Are Our Research Epistemologies Racially Biased?” Educational Researcher 26, no. 4 (May 1997): 4-16.
James Joseph Scheurich and Michelle D. Young, “White Racism among White Faculty: From Critical Understanding to Antiracist Activism,” in The Racial Crisis in American Higher Education: Continuing Challenges for the Twenty-First Century, rev. ed., ed. William A. Smith, Philip G. Altbach, and Kofi Lomotey (Albany: State University of New York Press, 2002), 221-42.
Carol Schick, “‘By Virtue of Being White’: Resistance in Anti-Racist Pedagogy,” Race Ethnicity and Education 3, no. 1 (February 2000): 83-102.
Carol Schick, “Keeping the Ivory Tower White: Discourses of Racial Domination,” in Race, Space, and the Law: Unmapping a White Settler Society, ed. Sherene H. Razack (Toronto: Between the Lines Press, 2002), 99-119.
Mab Segrest, Memoir of a Race Traitor (Boston: South End Press, 1994).
Maxine Seller and Lois Weis, eds., Beyond Black and White: New Faces and Voices in U. S. Schools (Albany: State University of New York Press, 1997).
Rosa Hernández Sheets, “Advancing the Field or Taking Center Stage: The White Movement in Multicultural Education,” Educational Researcher, 29, no. 9 (December 2000), 15-21.
Rosa Hernández Sheets, “Competency vs. Good Intentions: Diversity Ideologies and Teacher Potential,” International Journal of Qualitative Studies in Education 16, no. 1 (January-February, 2003): 111-120.
Raka Shome, “Race and Popular Cinema: The Rhetorical Strategies of Whiteness in City of Joy,” Communication Quarterly 44, no. 4 (Fall 1996): 502-518.
Carrie Jane Singleton, “Race and Gender in Feminist Theory,” SAGE 6, no. 1 (Summer 1989): 12-17.
Christine E. Sleeter, “Advancing a White Discourse: Response to Scheurich,” Educational Researcher 22, no. 8 (November 1993): 13-15.
Christine E. Sleeter, “How White Teachers Construct Race,” in Race, Identity, and Representation in Education, ed. Cameron McCarthy and Warren Crichlow (New York: Routledge, 1993), 157-71.
Christine E. Sleeter, “Multicultural Education, Social Positionality, and Whiteness,” in Multicultural Education as Social Activism (Albany: State University of New York Press, 1996), 135-53.
Christine E. Sleeter, “Reflections on My Use of Multicultural and Critical Pedagogy When Students Are White,” in Multicultural Education as Social Activism (Albany: State University of New York Press, 1996), 117-34.
Christine E. Sleeter, “Resisting Racial Awareness: How Teachers Understand the Social Order from their Social Locations,” in Multicultural Education as Social Activism (Albany: State University of New York Press, 1996), 65-89.
Christine E. Sleeter, “White Silence, White Solidarity,” Race Traitor 4 (Winter 1995): 14-22.
Audrey Smedley, Race in North America: Origin and Evolution of a Worldview (Boulder, CO: Westview Press, 1993).
Arthur K. Spears, ed., Race and Ideology: Language, Symbolism, and Popular Culture (Detroit: Wayne University Press, 1999).
Elizabeth V. Spelman, “‘Race’ and the Labor of Identity,” in Racism and Philosophy, ed. Susan E. Babbitt and Sue Campbell (Ithaca, NY: Cornell University Press, 1999), 202-15.
Lois Mark Stalvey, The Education of a WASP (New York: William Morrow & Co., 1970).
Nancy Leys Stepan and Sander L. Gilman, “Appropriating the Idioms of Science: The Rejection of Scientific Racism,” in The Bounds of Race: Perspectives on Hegemony and Resistance, ed. Dominick LaCapra (Ithaca: Cornell University Press, 1991), 72-103.
Sharon Stockton, “‘Blacks vs. Browns’: Questioning the White Ground,” College English 57, no. 2 (February 1995): 166-81.
Ronald Takaki, “The Tempest in the Wilderness: The Racialization of Savagery,” Journal of American History 79, no. 3 (December 1992): 892-912.
Raphaël Tardon, “Richard Wright Tells Us: The White Problem in the United States,” trans. Keneth Kinnamon, in Conversations with Richard Wright, ed. Keneth Kinnamon and Michel Fabre (Jackson: University Press of Mississippi, 1993), 99-105. Originally published in Paris in Action (24 October, 1946): 10-11.
William Tate, “The ‘Race’ to Theorize Education: Who Is My Neighbor?” International Journal of Qualitative Studies in Education 16, no. 1 (January-February, 2003): 121-126.
Beverly Daniel Tatum, “Why Are All the Black Kids Sitting Together in the Cafeteria?” and Other Conversations about Race (New York: Basic Books, 1997). Also: Beverly Daniel Tatum, “Why Are All the Black Kids Sitting Together in the Cafeteria?” and Other Conversations about Race, rev. ed. with a new introduction (New York: Basic Books, 1999).
Beverly Daniel Tatum, “Talking about Race, Learning about Racism: The Application of Racial Identity Development Theory in the Classroom,” Harvard Educational Review 62, no. 1 (Spring 1992): 1-24.
Beverly Daniel Tatum, “Teaching White Students about Racism: The Search for White Allies and the Restoration of Hope,” Teachers College Record 95, no. 4 (Summer 1994): 462-76.
Henry Louis Taylor, Jr., “The Hidden Face of Racism [Response to Lipsitz],” American Quarterly 47, no. 3 (September, 1995): 395-408.
Thandeka, Learning to Be White: Money, Race, and God in America (New York: Continuum, 1999).
Susan Thistlethwaite, Sex, Race, and God: Christian Feminism in Black and White (New York: Crossroad, 1989/1991).
Audrey Thompson, “Colortalk: Whiteness and Off White,” Educational Studies 30, no. 2 (Summer 1999): 141-160.
Audrey Thompson, “Entertaining Doubts: Enjoyment and Ambiguity in White, Antiracist Classrooms.” in Passion and Pedagogy: Relation, Creation, and Transformation in Teaching, ed. Elijah Mirochnik and Debora C. Sherman (New York: Peter Lang, 2002), 431-52.
Audrey Thompson, “[Essay Review of] Off White, edited by Michelle Fine, Lois Weis, Linda C. Powell, and L. Mun Wong,” Education Review (12 November, 1999) [on-line journal]
Audrey Thompson, “For: Anti-Racist Education,” Curriculum Inquiry 27, no. 1 (Spring 1997): 7-44.
Audrey Thompson, “Not the Color Purple: Black Feminist Lessons for Educational Caring,” Harvard Educational Review 68, no. 4 (Winter 1998): 522-54.
Audrey Thompson, “Tiffany, Friend of People of Color: White Investments in Antiracism,” International Journal of Qualitative Studies in Education 16, no. 1 (January-February, 2003): 7-29.
Becky Thompson, Mothering without a Compass: White Mother’s Love, Black Son’s Courage (Minneapolis: University of Minnesota Press, 2000).
Becky Thompson, A Promise and a Way of Life: White Antiracist Activism (Minneapolis: University of Minnesota Press, 2001).
Becky Thompson, “Time Traveling and Border Crossing: Reflections on White Identity,” in Names We Call Home: Autobiography on Racial Identity, ed. Becky Thompson and Sangeeta Tyagi (New York: Routledge, 1996), 92-109.
Becky Thompson and Sangeeta Tyagi, eds., Names We Call Home: Autobiography on Racial Identity (New York: Routledge, 1996).
Era Bell Thompson, “Some of My Best Friends Are White,” in The WHITE Problem in America, ed. Ebony (Chicago: Johnson Pub. Co., 1966), 153-58.
Connie Titone, “Educating the White Teacher As Ally,” in White Reign: Deploying Whiteness in America, ed. Joe L. Kincheloe, Shirley R. Steinberg, Nelson M. Rodriguez, and Ronald E. Chennault (New York: St. Martin’s Press, 1998), 159-75.
Rodolfo D. Torres, Louis F. Mirón, and Jonathan Xavier Inda, eds., Race, Identity, and Citizenship (Malden, MA: Blackwell Pub., 1999).
Sara Trechter and Mary Bucholtz, “Introduction: White Noise: Bringing Language into Whiteness,” Journal of Linguistic Anthropology 11, no. 1 (June 2001): 3-21.
Barry Troyna, “‘The Whites of My Eyes, Nose, Ears . . .’: A Reflexive Account of ‘Whiteness’ in Race-Related Research,” in Researching Racism in Education: Politics, Theory, and Practice, ed. Paul Connolly and Barry Troyna (Buckingham, England: Open University Press, 1998), 95-108.
Bonnie TuSmith and Maureen T. Reddy, eds., Race in the College Classroom: Pedagogy and Politics (New Brunswick, NJ: Rutgers University Press, 2002).
France Winddance Twine and Jonathan W. Warren, eds., Racing Research, Researching Race: Methodological Dilemmas in Critical Race Studies (New York: New York University Press, 2000).
France Winddance Twine, “Brown-Skinned White Girls: Class, Culture, and the Construction of White Identity in Suburban Communities,” in Displacing Whiteness: Essays in Social and Cultural Criticism, ed. Ruth Frankenberg (Durham, NC: Duke University Press, 1997), 214-243.
Tamara L. Underiner, “Beyond Recognition, Beholden: Toward a Pedagogy of Privilege,” Signs 25, no. 4 (Summer 2000): 1293-98.
Lynet Uttal, “Inclusion without Influence: The Continuing Tokenism of Women of Color,” in Making Face, Making Soul/Haciendo Caras: Creative and Critical Perspectives by Women of Color, ed. Gloria Anzaldúa (San Francisco: Aunt Lute Foundation Books, 1990), 42-45.
Lucila Vargas, ed., Women Faculty of Color in the White Classroom: Narratives on the Pedagogical Implications of Teacher Diversity (New York: Peter Lang, 2002).
Kathryn B. Ward, “‘Lifting as We Climb’: How Scholarship by and about Women of Color Has Shaped My Life as a White Feminist,” in Color, Class and Country: Experiences of Gender, ed. Gay Young and Bette J. Dickerson (London: Zed Books, 1994), 199-217.
Vron Ware, Beyond the Pale: White Women, Racism and History (London: Verso, 1992).
Vron Ware, “Island Racism: Gender, Place, and White Power,” in Displacing Whiteness: Essays in Social and Cultural Criticism, ed. Ruth Frankenberg (Durham, NC: Duke University Press, 1997), 283-310.
Vron Ware and Les Back, Out of Whiteness: Color, Politics, and Culture (Chicago: University of Chicago Press, 2002).
John Warren, “Whiteness and Cultural Theory: Perspectives on Research and Education,” The Urban Review 31, no. 2 (June 1999): 185-203.
John T. Warren, Performing Purity: Whiteness, Pedagogy, and the Reconstitution of Power (New York: Peter Lang, 2003).
John T. Warren, “Performing Whiteness Differently: Rethinking the Abolitionist Project,” Educational Theory 51, no. 4 (Fall 2001): 451-66.
Jonathan W. Warren, “Masters in the Field: White Talk, White Privilege, White Biases,” in Racing Research, Researching Race: Methodological Dilemmas in Critical Race Studies, ed. France Winddance Twine and Jonathan W. Warren (New York: New York University Press, 2000), 135-64.
Jonathan W. Warren and France Winddance Twine, “White Americans, the New Minority? Non-Blacks and the Ever-Expanding Boundaries of Whiteness,” Journal of Black Studies 28, no. 2 (November 1997): 200-18.
Chris Weedon, “Race, Racism and the Problem of Whiteness,” in Feminism, Theory and the Politics of Difference (Oxford: Blackwell Pub. Co., 1999), 152-177.
Lois Weis, Amira Proweller, and Craig Centrie, “Re-examining ‘A Moment in History’: Loss of Privilege inside White Working-Class Masculinity in the 1990s,” in Off White: Readings on Race, Power, and Society, ed. Michelle Fine, Lois Weis, Linda C. Powell, and L. Mun Wong (New York: Routledge, 1997), 210-26.
David T. Wellman, Portraits of White Racism, 2nd ed. (Cambridge: Cambridge University Press, 1993). [orig. 1977]
David Wellman, “Minstrel Shows, Affirmative Action Talk, and Angry White Men: Marking Racial Otherness in the 1990s,” in Displacing Whiteness: Essays in Social and Cultural Criticism, ed. Ruth Frankenberg (Durham, NC: Duke University Press, 1997), 311-331.
Robert St. Martin Westley, “White Normativity and the Rhetoric of Equal Protection,” in Existence in Black: An Anthology of Black Existential Philosophy, ed. Lewis R. Gordon (New York: Routledge, 1997), 91-98.
Jack E. White, “Prejudice? Perish the Thought,” Time 153, no. 9 (March 8, 1999): 36.
Whiteness Studies: Beyond the Pale [web site]
Whiteness Theory [web mailing list].
Robyn Wiegman, “Whiteness Studies and the Paradox of Particularity,” Boundary 2 vol. 26, no. 3 (Fall 1999): 115-50.
Stephanie M. Wildman, “Reflections on Whiteness and Latina/o Critical Theory,” Harvard Latino Law Review 2, no. 1 (Fall 1997): 307-16. Reprinted as Stephanie M. Wildman, “Reflections on Whiteness: The Case of Latinos(as)” in Critical White Studies: Looking Behind the Mirror, ed. Richard Delgado and Jean Stefancic (Philadelphia: Temple University Press, 1997), 323-26.
Stephanie M. Wildman, with Margalynne Armstrong, Adrienne D. Davis, and Trina Grillo, Privilege Revealed: How Invisible Privilege Undermines America (New York: New York University Press, 1996).
Sidney M. Willhelm, “Equality: America’s Racist Ideology,” in The Death of White Sociology, ed. Joyce A. Ladner (New York: Random House, 1973), 136-57.
Patricia J. Williams, “The Ethnic Scarring of American Whiteness,” in The House that Race Built, ed. Wahneema Lubiano (New York: Vintage, 1998), 253-63.
Walter E. Williams, “A Tragic Vision of Black Problems [Response to Lipsitz],” American Quarterly 47, no. 3 (September, 1995): 409-15. [against whiteness theory]
John S. Wills, “Who Needs Multicultural Education? White Students, U.S. History, and the Construction of a Usable Past,” Anthropology and Education Quarterly 27, no. 3 (September 1996): 365-89.
Howard Winant, “Behind Blue Eyes: Whiteness and Contemporary US Racial Politics,” New Left Review no. 225 (Sept./Oct. 1997): 73-88.
Tim Wise, “Columbine High: Blinded by the White,” Z Magazine 12, no. 6 (June 1999): 4-7.
Carter Godwin Woodson, The Mis-Education of the Negro (Washington, D.C.: The Associated Publishers, Inc., 1933/1972).
Matt Wray and Annalee Newitz, eds., White Trash: Race and Class in America (New York: Routledge, 1997).
Michelle Young and Jerry Rosiek, “Interrogating Whiteness,” Educational Researcher 29, no. 2 (March 2000): 39-44. [Review of White Reign: Deploying Whiteness in America]
Robert Young, White Mythologies: Writing History and the West (London: Routledge, 1990).
George Yúdice, “Neither Impugning nor Disavowing Whiteness Does a Viable Politics Make: The Limits of Identity Politics,” in After Political Correctness: The Humanities and Society in the 1990s, ed. Christopher Newfield and Ronald Strickland (Boulder, CO: Westview Press, 1995), 255-85.
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