Abstract

This narrative qualitative research study explored the experiences and understanding of whiteness from three full-time white students at Ryerson University (RU). The theoretical framework draws from Critical Whiteness Studies (CWS) and Critical Whiteness Pedagogy (CWP). Based on existing literature on whiteness, this study utilized semi-structured telephone interviews with the three participants. The participants were randomly selected through recruitment posting and flyers on social media outlets such as Facebook. Data analysis included a thematic and structure of the narratives of the participants. The findings provided insight into how these white students at RU define whiteness and how they understand whiteness demonstrated in academia and, lastly, whether they have perpetrated or fought against whiteness within their academic institution. The results indicate that whiteness is not easily defined, and academia is incorporating diverse perspectives. This paper concludes with implications and discussion on future social work, followed by the conclusion. Key words: Academia, Critical Whiteness Studies, Critical Whiteness Pedagogy, colonialization, gender, whiteness, white students,

Highlights

  • Ryerson University This narrative qualitative research study explored the experiences and understanding of whiteness from three full-time white students at Ryerson University (RU)

  • The results indicate that whiteness is not defined, and academia is incorporating diverse perspectives

  • The final objective of Critical Whiteness Pedagogy (CWP) draws on an individual's commitment and development to a "healthy White identity" (Yeung et al, 2013, p.18)

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Summary

CHAPTER 2. LITERATURE REVIEW Introduction

A literature review was conducted on qualitative research studies on this topic concerning white students and whiteness. The expansion of Empires to the New World resulted in the genocide of Indigenous Peoples, the enslavement of African people and the extraction of resources, and came with them Eurocentric ideologies of patriarchy Both gender and race are social constructions, these roles have long been implicated together throughout historical, geographical, and cultural norms (Torres & Pace, 2005, p.131). Numerous scholars discussed that many educators are committed to an inclusive pedagogy practice they are, often diluted by colourblinded approaches of 'not seeing race' which reflects the denial and ignorance of whiteness within pedagogy practices (Applebaum, 2005; Bohonos, 2019; Brunsma, Brown & Placier, 2012; de Freitas & McAuley, 2008; Flintoff & Dowling, 2019; Leonardo & Porter, 2010; Matias & Mackey, 2016; Todd, Spanierman, & Aber, 2010). Applebaum (2005) asserts that one who can assume to be colour-blind acts through a place of privilege in which only the dominant group can endorse (p.284)

Limitations
Findings
CHAPTER 4. METHODOLOGY Narrative Approach to Qualitative Research

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