Being White in a multicultural society”
Critical whiteness pedagogy in a dialogue course
Bibliographic Data
| ID | 12975652 |
|---|---|
| Authors | Jeffrey G Yeung (University of Illinois Urbana-Champaign, corresponding author), Lisa B Spanierman (0000-0003-4878-9787, McGill University), Joycelyn Landrum‐Brown (University of Illinois Urbana-Champaign) |
| Year | 2013 |
| Volume | 6 |
| Issue | 1 |
| Pages | 17-32 |
| Publication date | 2013-02-11 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Diversity in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1938-8934 • E-ISSN: 1938-8926 |
| Publisher | American Psychological Association (PUBLISHER • US) |
| DOI | 10.1037/a0031632 |
| OpenAlex | W2315705221 |
| Language | EN |
| Citations received | 14 |
| References cited | 21 |
The purpose of the present study was to investigate White students’ experiences in an intergroup dialogue course that employed critical Whiteness pedagogy (Kincheloe & Steinberg, 2000) and focused on being White in a multicultural society. Using a qualitative approach, the authors investigated student participants’ (n 6) perceptions of the dialogue course and what they learned from engaging in this dialogue. Data from semistructured, individual interviews revealed several themes. With regard to students’ general experiences during the course, findings suggested that they benefitted most from a balance of reading, personal reflection, and peer dialogue. Additionally, students reported mixed feelings about the racial composition of the students and cofacilitators in the course. With regard to the goals of critical Whiteness pedagogy, findings indicated that students increased their racial self-awareness, enhanced their knowledge of critical racial issues (e.g., institutional racism and White privilege), and engaged in some small behavioral steps toward becoming allies. Limitations of the study and directions for future research are discussed. Additionally, the authors provide practical implications of the findings for university personnel
Course (navigation · Critical pedagogy · Cultural pluralism · Higher education · Multicultural education · Multiculturalism · Pedagogy · Political science · Racial bias · Racism · Social change · Social Pedagogy · Sociology · White (mutation · Communication in Education and Healthcare · Critical Race Theory in Education · Gender Studies · Psychology · Teacher Education and Leadership Studies
Critical whiteness theory and social work education
How Do We Teach Social Justice? A Cross-Disciplinary Synthesis of Social Justice Andragogy
GSA advisors' self-efficacy related to LGBT youth of color and transgender youth
Consequences of Individual‐, Organizational‐, and Societal‐Level Allyship
Confronting Whiteness
Examining the Relationship Between Diversity Exposure and Students’ Color-Blind Racial Attitudes and Awareness of Racial Oppression
Rethinking dialogue
Come get your people!”
Examining Biases and White Privilege
Whiteness and Disability
Advancing Social Justice Training through a Difficult Dialogue Initiative
Development and Initial Validation of the Racial Allyship Characteristics Scale (Racs)
Let's Talk About Race
Racial Politics and Racial Self-Identification
White Reign
Teaching for Diversity and Social Justice
Evaluation of intergroup dialogue
Teaching Notes
Talking about Race, Learning about Racism
Racism Without Racists
White Privilege
Qualitative research in multicultural psychology
White students reflecting on whiteness
Shifting White ideological scripts
Telling Tales
Pedagogy of fear
Pedagogies of critical race theory
White Men’s Fears, White Women’s Tears
The Benefits of Diversity in Education for Democratic Citizenship
White University Students' Responses to Societal Racism
From Dialogue to Action
Quality and trustworthiness in qualitative research in counseling psychology
Qualitative research in counseling psychology
Experiences of a Course on the Culture of Whiteness in Counselor Education
From Separate Corners to Dialogue and Action
| Unique citing works | 14 |
|---|---|
| Citations per year | 1,27 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |