Abstract
Progressive white scholars often proceed as if “incorporating race” and culture into our work automatically destabilized the whiteness of our intellectual and pedagogical practices. Diligently, we add brown and black references to our publications, assign readings by scholars of color, and weave material about race into our lectures. Many of our attempts to decenter whiteness, however, effectively reinstall white authority. Additive adjustments underscore the foundational white assumptions that organized our research questions or syllabus in the first place — as when we begin by defining what counts as feminist or queer pedagogy, and then blend in race themes to ensure our inclusiveness. Even when race and culture are central to our work, chances are that those of us who are white — and some who are not — appeal to white-referenced ways of naming and framing race and culture. As Wendy Kozol asks, “what do we mean by ‘race’?” What do we mean by “culture”?
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