Crystallising whiteness: engaging white students' whiteness through Civil Dialogue®. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Razzante, Robert J.
• Is Part Of: Whiteness and education. Volume 5:Issue 1(2020)
• Page Start: 17
• Page End: 36
• Publication Date: 2020-01-02
• Subjects: Whiteness -- pedagogy -- White privilege -- dominant group theory; Racism in education -- Periodicals; White people -- Education -- Periodicals; White people -- Race identity -- Periodicals; Multicultural education -- Periodicals; 371.829
• DOI: 10.1080/23793406.2019.1682466
• Languages: English
• ISSNs: 2379-3406

Abstract

ABSTRACT: As an interdisciplinary field of study, Whiteness Studies have examined rhetorical strategies that reinforce whiteness ideology and White privilege at both macro- and micro-levels. The current study adds to Whiteness Studies literature by demonstrating various performances of whiteness ideology by White people. In using dominant group theory as a theoretical framework and analytic lens, I demonstrate how Whites reinforce, impede, and dismantle whiteness ideology. That is, rather than exclusively seeking reinforcements of whiteness ideology, dominant group theory also provides a framework to understand ways one can challenge and disrupt the oppressive ideology. Such an approach engages crystallising to demonstrate various performances of whiteness. The study has implications for future research and pedagogy when teaching Whiteness Studies to White students and their various levels of readiness for grappling with their own whiteness.