The White gaze: epistemological imposition and paradoxical logic in educational research

Abstract

This article critically examines the constraints associated with mainstream ethnographic research, including methodologies, analyses, epistemologies, and logic, herein referred to as the White gaze, a reinforcement of White supremacy. The focus is on how the White gaze infringes upon Black epistemologies and BIPOC epistemologies more broadly. The study highlights the pioneering work of Du Bois’ “The Philadelphia Negro” a notable ethnographic study that transcends the limitations of the White gaze. It emphasizes the importance of incorporating concepts, perspectives, and language that stem from intimacy and rapport, allowing for a comprehensive representation of the diversity and nuances within Black communities. Furthermore, the article addresses the detrimental impact of mainstream research on Black communities resulting from the White gaze. It exposes the historical absence, denial, and discrediting of decades worth of BIPOC-centric research and resources to advance their communities’ well-being. Drawing on various scholarly sources (Fenwick, 2022; Foster, 1994; Horsford, 2021; Morris, 2015; Smith, 1999; Stanfield & Dennis, 1993; Walker, 2013; Wright, 2019; Zuberi & Bonilla-Silva, 2008), it highlights the systemic barriers hindering the dissemination and recognition of BIPOC knowledge. This article highlights the omnipresence of the White gaze in academic research—specifically, its effect on educational research and practices shaping school culture—that prevents, for example, Black epistemologies from informing research on Black students. And lastly, offers implications for educational research and practice.