Cultivating Racial Literacy in White, Segregated Settings
Emotions as Site of Ethical Engagement and Inquiry
Bibliographic Data
| ID | 12009574 |
|---|---|
| Authors | Amy E Winans (Susquehanna University, corresponding author) |
| Year | 2010 |
| Volume | 40 |
| Issue | 3 |
| Pages | 475-491 |
| Publication date | 2010-05-26 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-873x.2010.00494.x |
| OpenAlex | W1866864277 |
| Language | EN |
| Citations received | 14 |
| References cited | 20 |
Drawing on writing from a first-year composition class, this article explores how White students approach racial literacy in a segregated, rural college setting in the United States. I argue for the importance of understanding how emotions inform and propel students' responses to what I believe needs to be understood as the ethical challenge of racial literacy. White students who defended a color-blind stance of ethical judgment seemed to accept the emotional schooling, the accompanying beliefs, and innocent identities linked to their home communities. In contrast, other White students, adopting a stance of ethical awareness, engaged critically with their emotions so that emotions functioned as a site of ethical inquiry. Rather than defending a stable innocent identity, they began to interrogate an implicated, unstable, racialized identity within the context of their relationships with other Whites. In contrast to research that understands White students' emotions primarily as a manifestation of resistance, my approach uses critical emotion studies to consider how emotions might function as a site of engagement and possibility. I conclude that we should develop a critical vocabulary for analyzing emotions in our classrooms and that we need to develop new strategies for addressing the embodied nature of emotion and belief
Aesthetics · Context (archaeology · Embodied cognition · Epistemology · Identity (music · Linguistics · Literacy · Pedagogy · Resistance (ecology · Sociology · Vocabulary · White (mutation · Communication in Education and Healthcare · Critical Race Theory in Education · Global Education and Multiculturalism · Psychology · Social Psychology
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Information, Identity, and Ideology
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Breaking the racial silence
Youth, mobilities and multicultures in the rural Anglosphere
When saying you care is not really caring’
Racial Diversity in the Schools
Pedagogies of discomfort and empathy in multicultural teacher education
Young people's rural multicultures
Rethinking race and racism as technologies of affect
Empowering children to speak up and act on social justice issues
Reifying and Resisting Racism from Early Childhood to Young Adulthood
An Analysis of a White Preservice Teacher’s Reflections on Race and Young Children Within an Urban School Context
Critiquing Racial Literacy
Off white
American apartheid
American Apartheid
Race, identity, and representation in education
Toward a Civil Discourse
The Cultural Politics of Emotion
The Cultural Politics of Emotion
I don't think I'm a racist”
Rethinking white resistance
How I Became White While Punching de Tar Baby
Yours in struggle
Racial literacy in a second‐grade classroom
From Racial Liberalism to Racial Literacy
And we are still not saved
The Gap Between Whites and Whiteness
| Citations per year | 1.17 |
|---|---|
| Citation span | 2014 - 2024 (11) |
| Highly cited | No |