Visible Whiteness: Coming to Terms with White Racial Identities
White racial identities are a largely unrecognized identity location. With race having become one of the key defining features of contemporary society, a considerable body of work has recently emerged exploring white dominant racial identity and identification. This paper reports on work undertaken with a group of middle-years high school students in Queensland Australia, and charts a course for understanding and coming to terms with whiteness. Emphasis is placed upon the description and critical analysis of signifiers of race present in the physical environment and how these come to provide reference points for understanding race. Through the application of a visual ethnographic methodology that engaged the research participants as active creators of knowledge, this paper explores some of the implications of race and whiteness and offers ideas for how an emancipatory view of race might be achieved.
||Race, Ethnicity, Racial Awareness, Anti-Racist Pedagogies, Criticality, Critical Citizenship
International Journal of the Humanities, Volume 7, Issue 2, pp.13-26.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 2.406MB).
Lecture, Cultural Studies and Social Theory, Faculty of Education, University of Southern Queensland, Toowoomba, Queensland, Australia
Andrew Hickey is a member of the Centre for Research in Transformative Pedagogy and Lecturer in Social Theory and Cultural Studies in the Faculty of Education, USQ. He has published in the areas of identity, representation politics, critical pedagogy and qualitative research methodologies and is the author of (Re)Presenting Education (with Jon Austin) published by Pearson in 2006. Andrew is also a musician and plays in blues-rock bands whilst maintaining a collection of Fender Stratocaster guitars. Between playing in bands and keeping his two boys under control, he completed his Doctoral studies by ethnographically investigating applications and ideas of ‘community’ in contemporary urban settings.
Associate Professor (Education), Faculty of Education, University of Southern Queensland, Toowoomba, Queensland, Australia
Jon Austin is an Associate Professor and member of the Centre for Research in Transformative Pedagogy in the Faculty of Education at the University of Southern Queensland. His current academic and research interests reside broadly within the areas of cultural studies and critical pedagogy: identity & difference; postcolonial and decolonial praxis; and transformative pedagogies. He is the editor and co-author of three books (Culture & Identity 2005, Re-Presenting Education 2006, and Educating for Healthy Communities 2007). His doctoral work was in the area of whiteness and white identity.
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