Critical Multicultural Perspectives on Whiteness Reader aims to help us rethink "race," racism, and whiteness as narratives with deep roots in the past that contribute to the current social order, and function to reproduce the social hierarchy in which we live. The reader includes several brilliant iconic essays that address the social construction of whiteness and critical resistance, as well as excellent new critical perspectives. It is a compilation that offers new and intermediate readers in critical whiteness theory a valuable and diverse overview of the subject. It also serves as a refresher to those who have themselves contributed to this field.

Autorentext

Virginia Lea received her PhD in social and cultural studies in education from the University of California, Berkeley. Virginia tries to live a commitment to greater socioeconomic, political, cultural, and educational equity, recognizing the educultural power of music, the visual and performing arts, narrative, and dialogue to bring this about. She sees her teaching, research, and scholarship as a contribution to the construction of networks of consciousness that recognize how hegemony contributes to global inequalities and develop practical ideas for transforming the institutional structures and cultural norms and values that reproduce injustice, cruelty, and inequality.

Paul R. Carr is a Sociologist and a Full Professor in the Department of Education Chair-holder of the UNESCO Chair in Democracy, Global Citizenship and Transformative Education (http://uqo.ca/dcmet/) at the Université du Québec en Outaouais (UQO), Canada. His research is broadly concerned with political sociology, with specific threads related to democracy, media literacy, peace studies, intercultural relations, and transformative change in education. He has sixteen co-edited books and an award-winning, single-author book (Does your vote count? Democracy and critical pedagogy). He is the Principal Investigator of a Social Science and Humanities Research Council of Canada (SSHRC) research project entitled Democracy, political literacy and quest for transformative education, and is co-founder of the Global Doing Democracy Research Project.

Darren E. Lund is a Professor in the Werklund School of Education at the University of Calgary, where his research examines social justice activism in schools, communities, and professional education programs. Darren was a high school teacher for 16 years, and formed the award-winning Students and Teachers Opposing Prejudice (STOP) program. Darren co-founded the Service-Learning Program for Pre-Service Teachers, winner of the national 2012 Award of Excellence in Education from the Canadian Race Relations Foundation. Darren has been recognized with a number of awards and honors, including the Alberta Teachers' Association's 2015 Educational Research Award, the inaugural 2013 Alberta Hate Crimes Awareness Award, the 2012 Scholar-Activist Award from the American Educational Research Association (Critical Educators for Social Justice), and was named a Reader's Digest National Leader in Education.

Inhalt

Contents: Virginia Lea: Constructing Critical Consciousness: Narratives That Unmask Hegemony, including «Race», and Ideas for Creating Greater Equity in Education - Virginia Lea: The Interrelated Hierarchy of Power Virginia Lea: Overview of Historical, Economic, Political, and Educational Hegemonic Narratives - Lawrence Charlier/Ashley Timmers: Mechanisms of Power That Mask Hegemony and Construct Identities - Dang Yang: Narratives from Research That Unveil Hegemony - Virginia R. Harris/Jean Ishibashi: Raging against Hegemony: Invited Narratives That Unmask Hegemony - Piri Ackerman-Barger/Ann Berlak/Roberta Ahlquist: Dispelling the Voices of the Powerful That Inhabit Us - Koko Jones/Patrick Allen/Sally Savas/Sydney Casey/Stephanie Amormino/Virginia Lea: Unmasking Homophobia, Colonialism, and Racism Antonio Del Prete/Babatunde Lea/Molly Ware/Mayana Lea/Janani S. Srikantahrajah: Alternative, Critical Multicultural, Abolitionist Pedagogies That Facilitate Critical Literacies.