Abstract
This empirical case study narrates my observations and recognition of oppression during my diverse administrative, professional, and technical experiences within higher education and institutional work settings. Therefore, readers can critique the “power of place” as a forensic marker for pathology and structural violence posed by the ubiquitous nature of whiteness in academia. Significantly, the complexities surrounding the reproduction of whiteness in higher education work settings remain fraught with complexity, uncertainty, and angst for all who profess either interest or disinterest in the subject matter. Nevertheless, analyzing the historical legacy around the global reproduction of whiteness uniquely leads to clarifying the dimensions of human suffering, dehumanization, and concomitant losses of human dignity. Ultimately, when readers reflect on the imperial legacy of whiteness within Eurocentric ideology as a cultural phenomenon. In like manner they can begin to support the need for liberation from oppression. Reflection and action on a more humanizing pedagogy of disruption mitigates a process of domination that reinforces the value of the white gaze. Therefore, praxis in education research benefits from this discourse because rarely has the academy embraced deconstructing the rough landscape of whiteness within higher education settings. Altogether, if we are to fulfill America’s promissory note, we need a counternarrative to the zeitgeist of whiteness embedded in Westernized centers of higher education. Scholar activism can and must promote freedom and literacy away from the exacerbating effects of chaos, dehumanization, loss of dignity, injustice, and structural violence in public spaces. Creation of an innovative dynamic supports’ governance for “we the people” to have a true participatory socialist republic with opportunities to build a civilization based on the personification of truth, justice, balance, peace, law, harmony, and a cosmic order.
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