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Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
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- REFEREED PUBLICATIONS (9)
- Critical Race Theory (3)
- BOOK CHAPTERS (2)
- Critical Whiteness Studies (2)
- Whiteness (2)
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- Action research (1)
- Antiracism (1)
- BOOK REVIEWS (1)
- Black Feminism (1)
- Counter-storytelling (1)
- Critical Social Theory (1)
- Critical Theory (1)
- Cultural Studies (1)
- Education (1)
- Emotional Resistance (1)
- Humanity (1)
- Love (1)
- OTHER PUBLICATIONS (1)
- Racial identity (1)
- Resistance (1)
- Sadomasochism (1)
- Social Psychology (1)
- Sociology (1)
- Teachers (1)
- Urban-Focused Teacher Preparation (1)
- Whiteness Studies (1)
- Women's Studies (1)
- Publication
Articles 1 - 13 of 13
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?” Applying Crt And Cws To Understand The White Imaginations Of White Teacher Candidates, Cheryl Matias, Kara Mitchell, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon
“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?” Applying Crt And Cws To Understand The White Imaginations Of White Teacher Candidates, Cheryl Matias, Kara Mitchell, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon
Dorothy Garrison-Wade
Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse—a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, …
Betwixt And Between The Colonial And The Postcolonial, Cheryl E. Matias
Betwixt And Between The Colonial And The Postcolonial, Cheryl E. Matias
Cheryl Matias
No abstract provided.
“I Ain’T Your Doc Student”: The Overwhelming Presence Of Whiteness And Pain At The Academic Neo-Plantation (Book Chapter), Cheryl Matias
“I Ain’T Your Doc Student”: The Overwhelming Presence Of Whiteness And Pain At The Academic Neo-Plantation (Book Chapter), Cheryl Matias
Cheryl Matias
No abstract provided.
To Lumpia Or To Not Lumpia: A Counterstory Of Multicultural Racial Microaggression (Book Chapter), Cheryl E. Matias
To Lumpia Or To Not Lumpia: A Counterstory Of Multicultural Racial Microaggression (Book Chapter), Cheryl E. Matias
Cheryl Matias
No abstract provided.
Whiteness In Academia: Counter-Stories Of Betrayal And Resistance, Cheryl E. Matias, Naomi Nishi, Roberto Montoya
Whiteness In Academia: Counter-Stories Of Betrayal And Resistance, Cheryl E. Matias, Naomi Nishi, Roberto Montoya
Cheryl Matias
No abstract provided.
Beyond The Face Of Race: Emo-Cognitive Explorations Of White Neurosis And Racial Cray-Cray, Cheryl E. Matias, Robin Diangelo
Beyond The Face Of Race: Emo-Cognitive Explorations Of White Neurosis And Racial Cray-Cray, Cheryl E. Matias, Robin Diangelo
Cheryl Matias
The article discusses the term emo-cognitions which is use to capture the interplay between cognitions and emotions, and implicate the behavior of People of Color such as the White people. Topics include the term racial cray-cray, the studies on how White people response to racial material and racialization, and describing White supremacy as the unnamed political system. Also mentioned are African Americans' consciousness on White norms and racial ignorance.
Check Yo’Self Before You Wreck Yo’Self And Our Kids: Culturally Responsive White Teachers?, Cheryl E. Matias
Check Yo’Self Before You Wreck Yo’Self And Our Kids: Culturally Responsive White Teachers?, Cheryl E. Matias
Cheryl Matias
Numerous studies show the effectiveness of culturally responsive teaching with urban students of color. Yet few articulate the dynamics of how whiteness impacts the delivery of culturally responsive teaching. Using critical whiteness studies, critical race theory, and Black feminist concepts, this article interrogates the effectiveness of White teachers who engage in culturally responsive teaching without first interrogating their whiteness. Counterstories are used as well as responses from White teacher candidates who matriculated in an urban-focused teacher education program that explicitly focuses on culturally responsive teaching to provide answers to three poignant questions - What happens when cultural responsiveness is co-opted …
Who You Callin’ White? A Critical Counterstory Of Colouring White Identity”, Cheryl E. Matias
Who You Callin’ White? A Critical Counterstory Of Colouring White Identity”, Cheryl E. Matias
Cheryl Matias
This action research, which utilizes critical race theory's counter-storytelling, analyses a process of debunking White students' epistemology of ignorance in a history course at an urban public high school. After piloting a raced curriculum that deliberately re-centers marginalized counter-stories of students of colour, I document its impacts on White students' understanding of history. Ultimately, such a process problematizes White students' sense of identity. I employ the analytic tools of Whiteness as power to understand how White students responded to curriculum on race and racism. The analysis silences White dominant Discourse while activating counter-stories by modelling critical consciousness and colourscence for …
“Tears Worth Telling: Urban Teaching And The Possibilities Of Racial Justice”, Cheryl E. Matias
“Tears Worth Telling: Urban Teaching And The Possibilities Of Racial Justice”, Cheryl E. Matias
Cheryl Matias
Silencing race dialogue in urban classrooms is painful for students of color. The author of this article, an urban teacher, documents her resistance to colorblind racism by strategically including race in daily classroom practices. She argues that acknowledging emotionality and Whiteness are essential steps that teachers must take to reinvest in prolonged racially-just projects.
“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?”, Cheryl E. Matias, Kara Mitchell Viesca, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo
“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?”, Cheryl E. Matias, Kara Mitchell Viesca, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo
Cheryl Matias
Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse—a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, …
“Push It Real Good!”: The Challenge Of Challenging Dominant Discourses Regarding Race In Teacher Education, Kara Mitchell, Cheryl E. Matias, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon
“Push It Real Good!”: The Challenge Of Challenging Dominant Discourses Regarding Race In Teacher Education, Kara Mitchell, Cheryl E. Matias, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon
Cheryl Matias
Despite efforts to redesign an urban teacher education program for social justice and equity, faculty became aware of racialized issues teacher candidates of color faced in the program. Therefore, this study examined the perspectives of teacher candidates to learn about how race is impacting teaching and learning for pre-service teachers. Overall, we discovered the dominant narratives, often called majoritarian stories (Love, 2004), were extremely difficult to disrupt and essentially remained largely intact for teacher candidates in our program. In addition, we found that majoritarian stories helped to maintain a level of superficiality for teacher candidates regarding issues of race. For …
“Loving Whiteness To Death: Sadomasochism, Emotionality, And The Possibility Of Humanizing Love”, Cheryl E. Matias, Ricky Lee Allen
“Loving Whiteness To Death: Sadomasochism, Emotionality, And The Possibility Of Humanizing Love”, Cheryl E. Matias, Ricky Lee Allen
Cheryl Matias
Although scholars have articulated how whites institutionally, economically, and socially invest in their whiteness, they have paid little attention to white emotionality. By explicating a critical, more humanizing theory of love that accounts for the painful process of sharing in the burden of creating humanity, this psychoanalytic theoretical essay illustrates how the norms and values of white emotionality are premised on a sadomasochistic notion of love. Finally, the authors re-imagine a different set of norms and values through a critical humanizing pedagogy of love, one that can only be realized when whites learn to “love whiteness to death.” That is, …
And Our Feelings, Just Don’T Feel It Anymore”: Re- Feeling Whiteness, Resistance, And Emotionality, Cheryl E. Matias
And Our Feelings, Just Don’T Feel It Anymore”: Re- Feeling Whiteness, Resistance, And Emotionality, Cheryl E. Matias
Cheryl Matias
To effectively deliver racially just projects, we must theoretically understand from where emotional resistance to them stems, why this resistance is regularly expressed, and what role they play in stifling antiracism. This theoretical paper examines how emotional investment in whiteness recycles normative behaviors of white resistance and unveils how they painfully reinforce the supremacy of whiteness. Using a black feminist approach to emotionality and an interdisciplinary approach to critical whiteness studies and critical race theory, this paper begins with positing how the emotions of white resistance are rooted in the shame of revealing a repressed childhood racial abuse. The concern …