A critical discourse analysis of racial(5)

andespouseacolorblindideology,inwhichwhitenessisprivilegedandreproduced(e.g.McIntyre,1997;Schick,2000).

McIntyre’s(1997)nowclassicstudy,forinstance,describes“whitetalk”asnaturallyoccurringtalkthatshoresupthe

commonprivilegesWhitessharewhileavoidingtherolestheyplay,bothindividuallyandcollectively,inmaintaining

racism.Whitestalkthemselvesoutofindividualresponsibilityforcurrentarticulationsofracismby“derailingthe

conversation,evadingquestions,dismissingcounterarguments,withdrawingfromthediscussion,remainingsilent,

interruptingspeakersandtopics,andcolludingwitheachotherincreatinga‘cultureofniceness’thatmadeitvery

dif cultto‘readthewhiteworld”’(McIntyre,1997,pp.46).Further,McIntyre(1997) ndsthatinterruptingother

speakers,silence,switchingconversationtopicsfromwhitenessandprivilege,blindlyacceptingracistnotionsand

stereotypes,talkingoveranotherspeaker,participatingincollectivelaughtertoeaseanxietyandstress,andcollusion

withotherWhitesservetofurtherkeepinterrogationsofprivilegeatbaytherebyparalyzingthecriticalexamination

ofwhitenessandre-centeringwhitenessasnormal.

SuchscholarshippointstotheneedforthepracticeofracialliteracyamongstWhiteteachersandteachereducators.

Recently,whatisreferredtoasthe“thirdwavewhiteness”scholarship(Twine,2008),includesare-theorizingof

whitenessstudiestoincludeamultiplicityofidentitiesthattakeastheirpointofdeparture,“theunderstandingthat

whitenessisnotnow,norhasiteverbeen,astatic,uniformcategoryofsocialidenti cation”(Twine,2008,pp.6).

Thisre-theorizationofwhitenessresiststheessentializingtendenciesoflocatingWhiteracialidentityasstable,apoint

duBois(1903/1982)madeoveracenturyago.ThisopensthepossibilityforamorepositivetheorizationofWhite

racialidentitythatincludesamoredetailedrenderingoflearning.

Someoftheworklocatedinanti-racistscholarshiphasprovidedamorenuancedviewofwhiteness.Forexample,

Lipsitz(1998)hasdemonstratedthetransformationofWhiteidentities.Inthecontextofeducation,literature-based

discussionsfocusedonculturaldifference,forexample,thoseinTrainor(2005),Florio-Ruane,Raphael,Glazier,

McVee,andWallace(1997)andLewis,Ketter,andFabos(2001),oftenleadtodiscussionsaboutmaterial,psychological,

anddiscursiveformsofracismthatexistinsocietyaswellasilluminatemultipleperspectivesandwaysofviewing

theworld.Otherscholarshaveconsideredthe uidityandsocialconstructionofnarrativesaboutrace.McVee(2005)

tracesthediscoursepatternsembeddedwithinthenarrativesofaWhiteteacheroverthecourseofasemester.This

teacherretoldthesamenarrativeofher rstexperienceenteringanAfrican-Americanschoolsixtimesoverthecourse

ofthesemester.Shefoundthatacrossmultipleretellingsofthesamenarrativethatthestructureandevaluationsofthe

narrativeschangedfromacolorblindideologytorecognizingherpositionasaWhitewomanandwonderingaboutthe

consequencesofherpositioning.

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