|Books, Family/Parenting, Media Archive, Monographs, Teaching Resources, United States, Women on 2016-10-31 15:10Z by Steven|
Information Age Publising
Paperback ISBN: 9781681236919
Hardcover ISBN: 9781681236926
eBook ISBN: 9781681236933
Jennifer L. S. Chandler, Lecturer in Leadership and Interdisciplinary Studies
Arizona State University
Analyzing experiences of White mothers of daughters and sons of color across the U. S., Chandler provides an insider’s view of the complex ways in which Whiteness norms appear and operate. Through uncovering and analyzing Whiteness norms occurring across motherhood stages, Chandler has developed a model of three common ways of interacting with the norms of Whiteness: colluding, colliding, and contending. Chandler’s results suggest that collisions with Whiteness norms are a necessary step to increasing one’s racial literacy which is essential for effective contentions with norms of Whiteness. She proposes steps for applying her model in education settings, which can also be applied in other organizational contexts.
- CHAPTER I: Model and Supporting Theories
- CHAPTER II: Becoming a Mother
- CHAPTER III: Mothers and Schools
- CHAPTER IV: As Sons and Daughters Mature
- CHAPTER V: Conclusions
- CHAPTER VI: Recommendations
- Appendix A – The Study
- Appendix B – Virginia 1691, ACT XVI
- Appendix C – Notes Regarding Trans racial Adoption
From the Foreword:
In Colluding, Colliding, Contending with Norms of Whiteness, Jennifer Chandler takes on the difficult task of unpacking Whiteness within interracial family structures. Although it is more indirectly related to urban education, she translates her findings into a thoughtful argument about the ways in which White teachers embrace and resist race and racism. Chandler reaches past an analysis of identity tropes and personality dispositions to address the structural and societal factors that make it easier for White women to ignore race, and disobedient for White women to address issues of race. Chandler also problematizes White homogenous communities where race is never perceived as an “their” problem. Members of these communities do not welcome disruptions to the common sense rhetoric that keep these spaces disaffected by racism.
The balance, and often imbalances of how people relate to race become painfully apparent as Chandler carefully constructs her narratives about a diverse set of women. She is both empathetic and critical, generous and harsh, and insider and outsider in her task to portray the myriad experiences of White women who knowingly or ignorantly enter into hostile racial contexts in their families, neighborhoods, and schools. Chandler’s book opens the door for further conversations about how educators can support White female teachers to address their complicity with racism as a step toward becoming better teachers and advocates for students of color in their classrooms.