Identifying A Different Kind of Learning

The selection of chapters from Whiteness, Pedagogy, Performance: Dis/Placing Race by Leda M. Cooks and Jennifer S. Simpson (2007) were interestingly great examples to critically explore the notion of whiteness in the classroom. The outline of economic, social, cultural, and symbolic practices helps create a special attention to a race reality.  The critical cultural fusion exists in this book as the authors attempt to outline how (1) whiteness in the classroom, (2) the pedagogy of whiteness in performance, and (3) the possibilities for challenging whiteness. But there is a danger in examining whiteness in the classroom. The very act of acknowledging that there is whiteness in the classroom is a form of resistance, but this is simply not enough to challenge the notion of whiteness. I think a simple reconstruction the question would be to understand where does the displacement of color exist in the classroom and then can the displacement be examined? The narrow focus on the functions of whiteness excludes a deeper examination on other cultures, especially when the goal is to demonstrate how whiteness can minimize the notion of community in a classroom.

In chapter six, Nakayama and Martin (2007) outline on the development of intercultural studies.  They make sure to call attention to the non-white history America has presented us with in order to center history on a false presentation that other voices where not present. Really, the non-white history presents itself in a way that seems to be that other voices are not valued. How can the silencing of voices be beneficial to any history considering that the victories won were all a result of defeating another non-white community? Analyzing this misconception from a "zoo approach" is exactly how scholars reach a  privileged conclusion about intercultural studies.  By challenging scholars to continue to resist a dominant approach to intercultural studies is only a first step when de-centerizing  whiteness.  How, exactly, can this be done in the classroom without the aid of textbooks (considering that the majority of them are products of whiteness in America)? The authors focus too heavily on examining whiteness and not enough, necessarily, on ways to challenge whiteness. However, understanding how whiteness functions as a performance, in the classroom is very important to the teacher.  In order to be able to call attention to the performance of whiteness in the classroom, attention must be call to those that are considered "others" too.

In chapter 12, Simpson (2007) specifically addresses what happens when race is discussed in the classroom.  This analysis of a consistently misconstruction conversation is examined as the author provides insight to whiteness and race in the classroom. The acknowledgement that sometimes instructors are called out on their approach to race in the classroom is very necessary to be examined in this chapter. I feel like this chapter should have been introduced earlier on in the book, but still appropriate. Understanding that students will indeed challenge their instructor is important, but the ways in which an instructor handles that challenge is more important. From a very critical perspective, I would expect the instructor to not only challenge the student to dissect their argument, but not be afraid to take that step with the student. Analyze the framework for what it is, but also remember to respect the student... however, I believe that some instructors fall into the trap of becoming too accommodating to their students. Arguably, this is my own opinion and experience, but there were times that I challenged my instructors on their critiques of whiteness and race only to see how they would respond; analyzing the legitimacy of their argument. Keeping in mind that the performance of whiteness not only affects white students, but also non-white students, exerting victimage and somewhat privilege in the conversation could be misleading. Teachers should understand that if they do not challenge the student who challenges them, on a very respectful and critically engaged level, one could possibly suffer the consequences of disconnecting to an emotional response.

 

But what all scholars must realize is that whiteness does, in fact, exist. In the classroom, the histories that are shared and the traditional expectation of learning environments does not adhere itself to teachers and students of backgrounds different that those that are presented.  The obvious focus would be to naturally protest to dismissing whiteness altogether in the classroom, but the relationship between examining whiteness in the classroom with people of color is necessary. For without it, the possibilities of challenging false truths would not exist. But this critique still is arising for many different people from many different backgrounds.