Chapter 16 and 17

Chapter 16: The Great White North

Question 2: How does the framework of interlocking oppressions reframe issue of girls violence? How does this theoretical lens also challenge the saliency of class to explain the scenario between the groups of young women?

The framework of interlocking oppression reframes issues of girl violence because it acknowledges that race is not the only facet in initiating violence. Specifically, in this situation, the problem arose from class and gender issues. The assumption of race was made due to the fact that middle and upper class students tended to be white (a product of a white power structure) and the working class students tended to be black. Unfortunately, the black girls at this school felt unwelcome, as their position is at the bottom of the social hierarchy of white male power… they are women faced with the issue of male domination, they are of lower class backgrounds facing the issue of class discrimination, and they are black facing a white power structure. Unfortunately, all these facets are closely linked to one another. Class tends to reflect race in our society because of the racist nature of white privilege. It is important, however, not to allow ourselves to become single minded when dealing with situations like the one addressed in the chapter.

Question 5: What kinds of anti racist pedagogical interventions might emerge from a more critical reading of the incidents between these groups of young women?

Teachers need to make an effort to be more aware of the underlying issues behind violence and confrontations going on among the student body. Students need to be educated and placed in situations that promote mutual understanding and teach students to relate to one another. I feel that the best way to achieve that is to separate existing cliques and create close, smaller blended groups of students in the classroom rather than separating groups based on race, gender or class. In addition, teachers need to be educated in order to educate and students need to be made aware of the issues earlier rather than waiting until they are older and social racism has had a chance to engrain itself in their perceptions.

Chapter 17: The Great White North?

Question 1: How should Whiteness be broached within an institutional context by those who may not be in positions of power?

There are many more people who are not in official positions of power than those who are. As such, we a great deal more power than we believe. Most importantly, we need to be sure people are educated, and we need to focus on our own perception of whiteness and challenging ourselves to overcome racism by being culturally sensitive. In addition, by educating people at a young age about whiteness and racism, they will be more apt to share their knowledge and to challenge the status quo and change it when they enter into the workforce. I think it's important that people who are not in "power" do not let themselves be silenced or disempowered by those who are. The biggest cultural revolutions have taken place, historically, when the populace has risen up against the status quo and realized it's own power as a collective.

Question 2: How should Whites be made more aware of, and become engaged in the conceptualization and application for race and anti racism?

First and foremost, it is essential that people be educated about the existence of race and racism and it's prevailing nature in our society. It is all too easy for people (especially whites) to turn a blind eye to the reality of racism, which simply perpetuates the problem. Children need to be taught to think critically, not only about society but also about their own beliefs, preconceptions and cultural identity. Rather than talking about race as an issue faced by "other" groups in our society, we need to begin addressing the topic of whiteness as something other than the "norm" and we need to do that outside of academia. One of the issues, I believe, is that we have these courses in University to expand our understanding and challenge the status quo, which ignores a large part of the population that either cannot or chooses not to attend university. In addition, it is important to start educating people at a younger age and do it in a more universal way than flyers and multi-cultural day. There needs to be a complete shift in mindset, which will most likely start with us, as teachers. One of the beauties of this profession is the impact we can have on society for the better, we touch the lives of so many children, we need to take the initiative when it comes to issues of racism, sexism, classism, etc.

Question for Dr. Carr:
Considering the lofty and theoretical nature of whiteness and identity, and the academic language used to discuss it in books like The Great White North, how might we, as elementary teachers, address the issue of whiteness with our students in such a way as to make the knowledge accessible to them and age appropriate?