The tenets of criticality are embedded in epistemology – the theories of knowledge pertaining to methods establishing scope and validity. Epistemology is the investigation of what distinguishes and separates justified belief and credibility from casual opinion, truncated talking points, misinformation, conformation bias and contrived untruths. The MRI lenses used in epistemology are critical thinking, critical skills and critical pedagogy for the purpose of pursuing the truth. Criticality becomes significant when examining the ethos and essence of the doctrines and principles of democracy, social justice, equity, meritocracy, rule of law, opportunities of worth, citizenship and the pursuit of a quality of life for all human beings.
Critical White Studies Part IV ~ Aversive Racism by the Well-Intentioned
“Hey, slavery happened long, long ago!” “We were not there!” “We do not own slaves!”
“We no longer lynch anyone!”
“I harbor no ill will towards anyone.” “We are now a color blind society.” “We are a melting pot.”
“I do not believe or support White Supremacy, Domestic Terrorism and Hate Groups!”
“I understand that all lives matter.” “What more do you want from White America?”
One of the most difficult concepts to explain is “aversive racism by the well intentioned.”
Five Part Series on White Critical Studies
Critical White Studies I: White Priviledge
Critical White Studies II: White Knapsack
Critical White Studies III: White Capital
Critical White Studies IV: Aversive Racism by the Well Intentioned
Critical White Studies V: White Loss
Critical White Studies Part III ~ White Capital
What has value and worth in our lives?
What has significance, capital and access to power, control and dominance?
How about the “capital” of our identity and that of others?
Part III of Critical White Studies provides some answers and of course, critical questions that may linger.
Five Part Series on White Critical Studies
Critical White Studies I: White Priviledge
Critical White Studies II: White Knapsack
Critical White Studies III: White Capital
Critical White Studies IV: Aversive Racism by the Well Intentioned
Critical White Studies V: White Loss
Critical White Studies Part II ~ The Knapsack of Privileges
“White privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks. Describing White privilege makes one newly accountable. As we in Women’s Studies work to reveal male privilege and ask men to give up some of their power, so one who writes abut white privilege must ask – Having described it, what will I do to lessen or end it?”
– Peggy Macintosh
Five Part Series on White Critical Studies
Critical White Studies I: White Priviledge
Critical White Studies II: The Knapsack
Critical White Studies III: White Capital
Critical White Studies IV: Aversive Racism by the Well Intentioned
Critical White Studies VI White Loss
Critical White Studies Part I ~ White Privilege
A controversial topic at the table of American discourse is always the construct of “Whiteness.”
The civil discussion requires a semblance of historical knowledge, content, context, language and critical research.
These are the tools that provide veracity, confidence and consideration of different perspectives and perceptions.
These tools also provide emotional intelligence and moral courage to stay the course, continue the conversation and even enhance it.
The discourse can be exhaustive and debilitating for many constituencies.
But to fear critically examining and dissecting the tenets of -isms and phobias only speaks to the desperation of keeping such fallacies alive.
The five part series provides awareness and insights rather than final solutions that remain in our hands.
The choice to engage or not has always been ours.
Five Part Series on White Critical Studies
Critical White Studies I: White Priviledge
Critical White Studies II: The Knapsack
Critical White Studies III: White Capital
Critical White Studies IV: Aversive Racism by the Well Intentioned
Critical White Studies V: White Loss
Deconstructing the Golden Rule ~ Treat Others as They Wish to be Treated
“Do unto others . . . ” you know the rest.
It was always preached – right?!
So easy to say – maybe too easy, and for a reason.
Is it all about “me, myself and I” with casually mentioning the “others”?
How about –
“Do unto others as they wish to have done unto them.”
Let’s see which one passes the test of recognition, authenticity and validation . . . in the 21st Century.
Thinking Critically ~ Brain-Based Learning and Teaching
As educators, we often share with parents that we don’t only teach content, but we teach young minds.
While being well intended, the comment is vague. What is not mentioned is that what we are really talking about is the complexities of our brain and how it learns. Ultimately, our goal is to provide each brain with pathways and maps by which to navigate knowledge, to decipher it critically and fall in love with the voyage.