By Darren E. Lund, Paul R. Carr (eds.)
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Additional resources for Revisiting The Great White North?: Reframing Whiteness, Privilege, and Identity in Education (Second Edition)
We would both like to thanks our friends at Sense Publishers, who have supported us and our ongoing work for the past several years. We are also grateful for a broad range of support that we have received from colleagues in the Paulo Freire special interest group at AERA, who have contributed in myriad ways to our thinking and scholarship in relation to Whiteness, radicalization, and social justice. xxxi ACKNOWLEDGEMENTS (2007) Putting together a book that attempts to tackle the intensely personal and intractable issue of Whiteness has required a range of experiences over a period of years.
Whiteness as property. Harvard Law Review, 106(8), 1710–1791. Howard, P. (2004). Reflections on a reading course: Interrogating whiteness in critical/anti-racist and other ostensibly equitable spaces. Unpublished paper, Department of Sociology and Equity Studies in Education, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON. Howard, P. (2006). Unpublished comments on a thesis proposal. Department of Sociology and Equity Studies, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON.
Pedagogies of difference: Rethinking education for social change. New York, NY: RoutledgeFalmer. Willinsky, J. (1998). Learning to divide the world: Education at empire’s end. Minneapolis, MD: University of Minnesota Press. 10 SECTION 1 CONCEPTUALIZING WHITENESS KATHLEEN S. BERRY EXPLORING THE AUTHORITY OF WHITENESS IN EDUCATION An Auto-Ethnographic Journey INTRODUCTION Using certain archeological premises of Foucault, the task in this chapter is to examine, track, deconstruct, excavate, and critique the existence of Whiteness in informal and formalized educational locations.