Zachary A Casey
Biographic Data
| ID | 6555696 |
|---|---|
| NAME | Zachary A Casey |
| GIVEN NAMES | Zachary A |
| FAMILY NAME | Casey |
| SIGNATURE | CASEY Z A |
| AFFILIATIONS | Rhodes College |
| ORCID | 0000-0002-7567-4419 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Doesn't Your Work Just Re-Center Whiteness
Our purpose is to engage performative dialogue incorporative of currere on a central question in critical White studies (CWS). After precautionary notes and positionalities, we frame our dialogue within second-wave CWS. As its main section, six CWS scholars respond to the central question: Doesn’t research on White identities re-center whiteness? Analyzing the scholars’ responses, the performative dialogue is followed by an analytical discussion …
Whiteness has never left the center
Recentering whiteness is a misnomer –it seeks to address a tension that is real but locates it inaccurately and thus the critique becomes absurd. If we can’t find a moment when whiteness was ever notcentral to the social organization of the modern world, why would we be concerned about notions of “re-centering” what has never left the center? This paper mobilizes a Foucauldian and feminist approach to understanding white privilege and the problem…
Encyclopedia of Critical Whiteness Studies in Education
While critical whiteness studies as a field has been attacked from both within and without, the ongoing realities of systemic white supremacy across the globe necessitate new and better understandings of whiteness, white racial identity, and their links with education. Encyclopedia of Critical Whiteness Studies in Education offers readers a broad summary of the multifaceted and interdisciplinary field of critical whiteness studies, the study of w…
A Pedagogy of Anticapitalist Antiracism
Strict fathers, competing culture(s), and racialized poverty
This article focuses in particular on four white South African female practicing P-12 teachers’ narratives about their own racialized understanding of their classroom practice(s) and their (racio-cultural) self-identity. Each of the four participants reported growing up with what they described as ‘strict fathers’ and shared ways in which their self-identified ‘white-Christian-Afrikaner’ upbringing is at times in conflict with their political and…
McIntosh as Synecdoche
In this article, members of the Midwest Critical Whiteness Collective argue that Peggy McIntosh's seminal “knapsack” article acts as a synecdoche, or as a stand-in, for all the antiracist work to be done in teacher education and that this limits our understanding and possibilities for action. The authors develop this argument by questioning the lack of critique of McIntosh's 1988 classic “invisible knapsack” article and sharing two narratives by …
Whiteness has never left the center
Recentering whiteness is a misnomer –it seeks to address a tension that is real but locates it inaccurately and thus the critique becomes absurd. If we can’t find a moment when whiteness was ever notcentral to the social organization of the modern world, why would we be concerned about notions of “re-centering” what has never left the center? This paper mobilizes a Foucauldian and feminist approach to understanding white privilege and the problem…
Strict fathers, competing culture(s), and racialized poverty
This article focuses in particular on four white South African female practicing P-12 teachers’ narratives about their own racialized understanding of their classroom practice(s) and their (racio-cultural) self-identity. Each of the four participants reported growing up with what they described as ‘strict fathers’ and shared ways in which their self-identified ‘white-Christian-Afrikaner’ upbringing is at times in conflict with their political and…
McIntosh as Synecdoche
In this article, members of the Midwest Critical Whiteness Collective argue that Peggy McIntosh's seminal “knapsack” article acts as a synecdoche, or as a stand-in, for all the antiracist work to be done in teacher education and that this limits our understanding and possibilities for action. The authors develop this argument by questioning the lack of critique of McIntosh's 1988 classic “invisible knapsack” article and sharing two narratives by …
Strict fathers, competing culture(s), and racialized poverty
This article focuses in particular on four white South African female practicing P-12 teachers’ narratives about their own racialized understanding of their classroom practice(s) and their (racio-cultural) self-identity. Each of the four participants reported growing up with what they described as ‘strict fathers’ and shared ways in which their self-identified ‘white-Christian-Afrikaner’ upbringing is at times in conflict with their political and…
A Pedagogy of Anticapitalist Antiracism
Encyclopedia of Critical Whiteness Studies in Education
While critical whiteness studies as a field has been attacked from both within and without, the ongoing realities of systemic white supremacy across the globe necessitate new and better understandings of whiteness, white racial identity, and their links with education. Encyclopedia of Critical Whiteness Studies in Education offers readers a broad summary of the multifaceted and interdisciplinary field of critical whiteness studies, the study of w…
Doesn't Your Work Just Re-Center Whiteness
Our purpose is to engage performative dialogue incorporative of currere on a central question in critical White studies (CWS). After precautionary notes and positionalities, we frame our dialogue within second-wave CWS. As its main section, six CWS scholars respond to the central question: Doesn’t research on White identities re-center whiteness? Analyzing the scholars’ responses, the performative dialogue is followed by an analytical discussion …
Whiteness has never left the center
Recentering whiteness is a misnomer –it seeks to address a tension that is real but locates it inaccurately and thus the critique becomes absurd. If we can’t find a moment when whiteness was ever notcentral to the social organization of the modern world, why would we be concerned about notions of “re-centering” what has never left the center? This paper mobilizes a Foucauldian and feminist approach to understanding white privilege and the problem…
Sociology (6 works) · Gender Studies (4 works) · Law (4 works) · Political science (4 works) · Teacher Education and Leadership Studies (4 works) · Aesthetics (3 works) · Critical Race Theory in Education (3 works) · Racism (3 works) · White supremacy (3 works) · Art (2 works)