Achtung! Das Lehrangebot ist noch nicht vollständig und wird bis Semesterbeginn laufend ergänzt.
190096 SE WM-M10 Spezielle ethische Fragestellungen (2016S)
Critical Whiteness Studies, Diversity, and Multicultural Education
Prüfungsimmanente Lehrveranstaltung
Labels
Language: The seminar will be taught in English.
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 01.02.2016 09:00 bis Mo 22.02.2016 09:00
- Abmeldung bis Mo 21.03.2016 09:00
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
- Freitag 24.06. 13:15 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
- Samstag 25.06. 09:45 - 16:30 Seminarraum 1 Sensengasse 3a 1.OG
- Freitag 01.07. 13:15 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
- Samstag 02.07. 09:45 - 16:30 Seminarraum 1 Sensengasse 3a 1.OG
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Exam Mode: One presentation (or discussion facilitation) of research project and relevant theory during the semester, active participation, and a research paper (or essay) at the end.
Mindestanforderungen und Beurteilungsmaßstab
Course Targets:
The goal of this course is to familiarize students with (U.S.) discourses on the social construction of whiteness, and the respective intersections with categories such as race,
gender, and class, in their historical and contemporary contexts. Students will gain a contextual framework through relevant secondary literature, and acquire tools to properly analyze situations (educational and otherwise) and cultural artifacts (literature, film, etc.) from a Critical Whiteness Studies perspective. By working on their research
projects, students will be practicing the application of relevant theory and engage in critical interpretations of 'de/constructions' of systems of power, privilege, and invisibility, all related to the social construction of whiteness as an 'unmarked' norm in Western societies.
The goal of this course is to familiarize students with (U.S.) discourses on the social construction of whiteness, and the respective intersections with categories such as race,
gender, and class, in their historical and contemporary contexts. Students will gain a contextual framework through relevant secondary literature, and acquire tools to properly analyze situations (educational and otherwise) and cultural artifacts (literature, film, etc.) from a Critical Whiteness Studies perspective. By working on their research
projects, students will be practicing the application of relevant theory and engage in critical interpretations of 'de/constructions' of systems of power, privilege, and invisibility, all related to the social construction of whiteness as an 'unmarked' norm in Western societies.
Prüfungsstoff
The methodology of this course is based on critical pedagogy. In addition to hearing short
lecture inputs from the instructor, which will explain and contextualize relevant theories
and historical time periods, students are expected to actively participate in class dialogue.
This includes preparing the assigned readings in advance as well as working on a
research project on course topics of their choice. Students are encouraged to keep a
journal which will help them to come to terms with their own experiences and observations inside and outside the classroom that are informed by the intersections of various identity categories. The class will also employ Moodle to facilitate blended learning.
lecture inputs from the instructor, which will explain and contextualize relevant theories
and historical time periods, students are expected to actively participate in class dialogue.
This includes preparing the assigned readings in advance as well as working on a
research project on course topics of their choice. Students are encouraged to keep a
journal which will help them to come to terms with their own experiences and observations inside and outside the classroom that are informed by the intersections of various identity categories. The class will also employ Moodle to facilitate blended learning.
Literatur
Relevant Literature (Selection):Bonilla-Silva, Eduardo. Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States. 3rd ed. Lanham: Rowman & Littlefield Publishers, 2010.
Buck, Pam Davidson. "Constructing Race, Creating White Privilege." In Race, Class, and Gender in the United States: An Integrated Study, edited by Paula S. Rothenberg, 32-37. New York City, NY: Worth Publishers, 2001.
Dalton, Harlon. 'Failing to See.' In White Privilege: Essential Readings on the Other Side of Racism, edited by Paula S. Rothenberg, 15-18. New York: Worth Publishers, 2011.
Delgado, Richard, and Jean Stefancic, eds. Critical Race Theory: The Cutting Edge. 2nd ed, 2000.
_________. eds. Critical White Studies: Looking Behind the Mirror. Philadelphia:Temple University Press, 1997.
Du Bois, W. E. B. Black Reconstruction in America, 1860-1880. New York: Free Press, 1935.
Dyer, Richard. White. London: Routledge, 1997.
Frankenberg, Ruth. White Women, Race Matters: The Social Construction of Whiteness. Minneapolis: University of Minnesota Press, 1993.
Halley, Jean O'Malley, Amy Eshleman, and Ramya Mahadevan Vijaya. Seeing White: An Introduction to White Privilege and Race. Lanham, Md.: Rowman & Littlefield Publishers, 2011.
Harris, Cheryl I. 'Whiteness as Property.' Harvard Law Review 106, no. 8 (1993): 1707-91. hooks, bell 'Representations of Whiteness in the Black Imagination.' In Black Looks:
Race and Representation, edited by Paula S. Rothenberg, 165-78. Boston: South End Press, 1992.
Howard, Gary R. We Can't Teach What We Don't Know: White Teachers, Multiracial Schools. Multicultural Education Series. 2nd ed. New York: Teachers College Press, 2006.
Johnson, Allan G. Privilege, Power, and Difference. 2nd ed. Boston, Mass.: McGraw-Hill, 2006.
Kendall, Frances E. Understanding White Privilege: Creating Pathways to Authentic Relationships across Race. New York: Routledge, 2006.
McIntosh, Peggy. 'White Privilege: Unpacking the Invisible Knapsack.' In Race, Class, and Gender: An Anthology, edited by Margaret L. Andersen and Patricia Hill Collins, 99-104. Belmont: Wadsworth/CENGAGE Learning, 2011 [1988].
Mills, Charles W. The Racial Contract. Ithaca: Cornell University Press, 1997.
Roediger, David R. The Wages of Whiteness: Race and the Making of the American Working Class. Rev. ed. London: Verso, 2007. 1991.
Rodriguez, Nelson M., and Leila E. Villaverde. Dismantling White Privilege: Pedagogy, Politics, and Whiteness. Counterpoints. New York: P. Lang, 2000.
Rothenberg, Paula S., ed. White Privilege: Essential Readings on the Other Side of Racism. 4th ed. New York: Worth Publishers, 2012.
Steele, Claude. Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us. Issues of Our Time. 1st ed. New York: W.W. Norton & Company, 2010.
Tatum, Beverly Daniel. 'Why Are All the Black Kids Sitting Together in the Cafeteria?' and Other Conversations About Race. New York: BasicBooks, 1999.
Ware, Vron, and Les Back. Out of Whiteness: Color, Politics, and Culture. Chicago: University of Chicago Press, 2002.
Ware, Vron. Beyond the Pale: White Women, Racism, and History. Questions for Feminism. London ; New York: Verso, 1992.
Buck, Pam Davidson. "Constructing Race, Creating White Privilege." In Race, Class, and Gender in the United States: An Integrated Study, edited by Paula S. Rothenberg, 32-37. New York City, NY: Worth Publishers, 2001.
Dalton, Harlon. 'Failing to See.' In White Privilege: Essential Readings on the Other Side of Racism, edited by Paula S. Rothenberg, 15-18. New York: Worth Publishers, 2011.
Delgado, Richard, and Jean Stefancic, eds. Critical Race Theory: The Cutting Edge. 2nd ed, 2000.
_________. eds. Critical White Studies: Looking Behind the Mirror. Philadelphia:Temple University Press, 1997.
Du Bois, W. E. B. Black Reconstruction in America, 1860-1880. New York: Free Press, 1935.
Dyer, Richard. White. London: Routledge, 1997.
Frankenberg, Ruth. White Women, Race Matters: The Social Construction of Whiteness. Minneapolis: University of Minnesota Press, 1993.
Halley, Jean O'Malley, Amy Eshleman, and Ramya Mahadevan Vijaya. Seeing White: An Introduction to White Privilege and Race. Lanham, Md.: Rowman & Littlefield Publishers, 2011.
Harris, Cheryl I. 'Whiteness as Property.' Harvard Law Review 106, no. 8 (1993): 1707-91. hooks, bell 'Representations of Whiteness in the Black Imagination.' In Black Looks:
Race and Representation, edited by Paula S. Rothenberg, 165-78. Boston: South End Press, 1992.
Howard, Gary R. We Can't Teach What We Don't Know: White Teachers, Multiracial Schools. Multicultural Education Series. 2nd ed. New York: Teachers College Press, 2006.
Johnson, Allan G. Privilege, Power, and Difference. 2nd ed. Boston, Mass.: McGraw-Hill, 2006.
Kendall, Frances E. Understanding White Privilege: Creating Pathways to Authentic Relationships across Race. New York: Routledge, 2006.
McIntosh, Peggy. 'White Privilege: Unpacking the Invisible Knapsack.' In Race, Class, and Gender: An Anthology, edited by Margaret L. Andersen and Patricia Hill Collins, 99-104. Belmont: Wadsworth/CENGAGE Learning, 2011 [1988].
Mills, Charles W. The Racial Contract. Ithaca: Cornell University Press, 1997.
Roediger, David R. The Wages of Whiteness: Race and the Making of the American Working Class. Rev. ed. London: Verso, 2007. 1991.
Rodriguez, Nelson M., and Leila E. Villaverde. Dismantling White Privilege: Pedagogy, Politics, and Whiteness. Counterpoints. New York: P. Lang, 2000.
Rothenberg, Paula S., ed. White Privilege: Essential Readings on the Other Side of Racism. 4th ed. New York: Worth Publishers, 2012.
Steele, Claude. Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us. Issues of Our Time. 1st ed. New York: W.W. Norton & Company, 2010.
Tatum, Beverly Daniel. 'Why Are All the Black Kids Sitting Together in the Cafeteria?' and Other Conversations About Race. New York: BasicBooks, 1999.
Ware, Vron, and Les Back. Out of Whiteness: Color, Politics, and Culture. Chicago: University of Chicago Press, 2002.
Ware, Vron. Beyond the Pale: White Women, Racism, and History. Questions for Feminism. London ; New York: Verso, 1992.
Zuordnung im Vorlesungsverzeichnis
WM-M10
Letzte Änderung: Mo 07.09.2020 15:37
before. McIntosh’s metaphorical unpacking of an 'invisible knapsack' ranged from various forms of institutional privilege to the most mundane forms of privilege in daily life. Together with other scholarship on whiteness, which appeared around that time, her article helped to raise awareness for the fact that racism does not only exist 'in individual forms of meanness,' but also 'in invisible systems conferring dominance' to certain groups (McIntosh 2011, 100). Or, like the diversity consultant and scholar Frances
Kendall put it, white privilege is 'an institutional rather than personal, set of benefits granted to those of us who, by race, resemble the people who hold the power positions in our institutions' (2006, 63). Doubtlessly, the extent to which every white person holds
power is also contingent on other social categories, such as gender, class, age, sexual orientation, and able-bodiedness. Still, no white person can claim to not be on the receiving end of this birthright of white privilege, simply because Western societies are built on a racial hierarchy that places white people in positions of power. While everyone else is raced, white people do not (need to) conceive of themselves as having a race and are considered as the human norm (Dyer 2011, 10). Whiteness is thus seen as a 'privileged signifier' (hooks 1992, 167) and even in what many people have called a
'post-race' world, whiteness still seems to be a social construct that many white people remain unaware of. Understanding of white privilege is still lacking, even in contexts where issues of race, class, and gender are being discussed.
This course provides an introduction to the field of Critical Whiteness Studies by looking at the genealogy of this research area as well as its relevance to other fields, such as Education, Critical Pedagogy, and Sociology. The class also sets out to question and
critically reflect the students’ own identity positions and standpoints as white (or nonwhite) individuals and how this awareness helps to look at diversity in society in different ways. While most scholarly literature and media examples will be taken from a U.S.
context, we will also attempt to see how whiteness needs to be seen differently in a European context, specifically in Austria and Germany. The class thereby also establishes the relevance for critical awareness of white privilege beyond the United States. This is
particularly important in light of increasingly diversified classrooms which require teachers’ sensibility for their personal blind spots with regards to their own whiteness.
This seminar thus seeks to blend theoretical concepts with practical applications for the students’ own teaching and learning environments, particularly in contexts of diversity and multicultural education.