Abstract
A primary element of the Canadian multicultural discourse is the idea that we live in a “raceless state” and as such, race does not factor into the ways in which we see and interact with each other, hence individuals’ participation and achievements in the society are understood to be products of their own efforts.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Absolon, K., & Willett, C. (2005). Putting ourselves forward: Location in Aboriginal research. In L. Brown & S. Strega (Eds.), Research as resistance: Critical, indigenous and anti-oppressive approaches (pp. 97–126). Toronto, ON: Canadian Scholars’ Press.
Aguiar, L. M. (2001). Whiteness in academia. In C. E. James (Ed.), Talking about identity: Encounters in race, ethnicity and language (pp. 177–192). Toronto, ON: Between the Lines.
Aveling, N. (2004). Being the descendant of colonialists: White identity in context. Race, Ethnicity and Education, 7(1), 57–71.
Barnlund, D. C. (1988). Communication in a global village. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (pp. 22–32). New York, NY: Wadsworth.
Beach, K. (1999). Consequential transitions: A sociocultural expedition beyond transfer in education. Review of Research in Education, 24, 101–139.
Bedard, G. (2000). Deconstructing whiteness: Pedagogical implications for anti-racism education. In G. J. S. Dei & A. Calliste (Eds.), Power, knowledge and anti-racism education: A critical reader (pp. 41–56). Halifax, NS: Fernwood.
Bérubé, A. (2001). How gay stays white and what kind of white it stays. In B. B. Rasmussen, E. Klinenberg, I. J. Nixica & M. Wray (Eds.), The making and unmaking of whiteness (pp. 234–265). Durham, NC: Duke University Press.
Bramble, M. (2000). Being me in the academy. In C. E. James (Ed.), Experiencing difference (pp. 271–282). Halifax, NS: Fernwood.
Bridkin, K. (2004). How Jews become white folks and what that says about race in America. In P. S. Rothenberg, N. Schafhausen & C. Schneider (Eds.), Race, class and gender in the United States (pp. 37–53). New York, NY: Worth.
Brown, L. (2006, August 2). Schools scramble to take colour count: Stats collected to boost diversity. Toronto Star, A1, 18.
Campbell, M. (2006). My urban education class. Unpublished e-mailed reflections on the class, York University, Toronto, ON.
Dei, G. J. S. (1998). The denial of difference: Reframing anti-racist praxis. Race, Ethnicity and Education, 2(1), 17–37.
Delpit, L. D. (1988). The silent dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280–298.
Dion, S. (2005). From ‘perfect strangers’ to creating a new imaginary. In D. Barndt (Ed.), Voices of diversity and equity: Transforming university curriculum (p. 2). Toronto, ON: Faculty of Environmental Studies, York University.
Frankenberg, R. (2001). Mirage of an unmarked whiteness. In B. B. Rasmussen, E. Klinenberg, I. J. Nixica & M. Wray (Eds.), The making and unmaking of whiteness (pp. 72–96). Durham, NC: Duke University Press.
Gee, J. D. (1996). Social linguistics and literacies: Ideology in discourses. Bristol, PA: Taylor and Francis.
Gilroy, P. (1993). The Black Atlantic. Cambridge, MA: Harvard University Press.
hooks, b. (1992). Representing whiteness in the Black imagination. In L. Grossberg, C. Nelson & P. A. Treichler (Eds.), Cultural Studies (pp. 338–346). London, UK: Routledge.
Hunter, M. L. (2005). Race, gender, and the politics of skin tone. New York, NY: Routledge.
Hytten, K., & Adkins, A. (2002). Thinking through a pedagogy of whiteness. Educational Theory, 51(4), 433–450.
Ignatiev, N. (1995). How the Irish became white. New York, NY: Routledge.
James, C. E. (2005). Race in play: Understanding the socio-cultural worlds of student athletes. Toronto, ON: Canadian Scholars’ Press.
James, C. E. (2003a/2010). Seeing ourselves: Exploring race, ethnicity and culture. Toronto, ON: Thompson Educational.
James, C.E. (2003b). Becoming “insiders”: Racialized students in the academy. In K. S. Brathwaite (Ed.), Access and equity in the university (pp. 139–164). Toronto, ON: Canadian Scholars’ Press.
Kincheloe, J. L. (2005). Reinventing and redefining whiteness: Building a critical pedagogy for insurgent times. In L. Karumanchery (Ed.), Engaging equity: New perspectives on anti- racism education (pp. 149–162). Calgary, AB: Detselig.
Kivel, P. (2002). Uprooting racism: How white people can work for racial justice. Gabriola Island, BC: New Society.
Leonardo, Z. (2004). The color of supremacy: Beyond the discourse of “white privilege.” Educational Philosophy and Theory, 36(2), 137–152.
Levine-Rasky, C. (2000). Framing whiteness: Working through the tensions in introducing whiteness to educators. Race, Ethnicity and Education, 3(3), 57–71.
McIntosh, P. (1995). White privilege and male privilege: A personal account of coming to see correspondence through work in women’s studies. In M. L. Anderson & P. Hill Collins (Eds.), Race, class and gender: An anthology (pp. 70–81). Belmont, CA: Wadsworth.
McIntyre, A. (1997). Making meaning of whiteness: Exploring racial identity with white teachers. Albany, NY: State University of New York Press.
Miller Shearer, T. (2012). Conflicting identities: White racial formation among Mennonites, 1960–1985. Identities: Global Studies in Culture and Power, 19(3), 268–284.
Monture-Okanee, P. (1995). Surviving the contradictions: Personal notes on academia. In The Chilly Climate Collective (Eds.), Breaking the anonymity: The Chilly Climate for women faculty (pp. 11–28). Waterloo, ON: Wilfrid Laurier University Press.
Presmeg, N. (2002). Shifts in meaning during transitions. In G. de Abreu, A. J. Bishop & N. C. Presmeg (Eds.), Transitions between contexts of mathematical practices (pp. 213–228). London, England: Kluwer.
Spivak, G. (1993). Outside in the teaching machine. New York, NY: Routledge.
St. Denis, V., & Schick, C. (2003). What makes anti-racist pedagogy in teacher education difficult? Three popular ideological assumptions. Alberta Journal of Educational Research, 49(1), 55–69.
Steinberg, S. (2005). The dialects of power: Understanding the functionality of white supremacy. In L. Karumanchery (Ed.), Engaging equity: New perspectives on anti-racism education (pp. 13–26). Calgary, AB: Detselig.
Thomas, B. (2001). Learning from discomfort: A letter to my daughters. In C. E. James & A. Shadd (Eds.), Talking about Identity: Encounters in race, ethnicity and language (pp. 193–211). Toronto, ON: Between the Lines.
Tilley, S. A. (2006). Multicultural practices in educational contexts: Addressing diversity and the silence around race. In D. Zinga (Ed.), Navigating multiculturalism: Negotiating change (pp. 142–159). Newcastle, England: Cambridge Scholars’ Press.
Thompson, A. (2003). Tiffany, friend of people of color: White investments in antiracism. Qualitative Studies in Education, 16(1), 7–29.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Sense Publishers
About this chapter
Cite this chapter
James, C.E. (2015). Who Can/Should Do This Work?. In: Lund, D.E., Carr, P.R. (eds) Revisiting The Great White North?. Transgressions, vol 105. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-869-5_17
Download citation
DOI: https://doi.org/10.1007/978-94-6209-869-5_17
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-869-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)