ERIC Number: ED434168
Record Type: RIE
Publication Date: 1999-Apr
The Hidden Curriculum of Whiteness: White Teachers, White Territory, and White Community.
Allen, Ricky Lee
This paper suggests that space and spatiality are major features of racial identity and the formation of student resistance. It brings together critical studies of "Whiteness," human territoriality, and theories of resistance in education. The problems between white teachers and students of color can be understood better through a combination of these three fields. A literature review of critical studies of whiteness suggests that what oppressed people of color need from whites is not sympathy so much as self-reflection and collective reflection on their own white privilege in a system of white racism. One of the most salient features of white racial identity is a denial of white privilege. People of color develop their own racial identities within a complex milieu of social encounters with whiteness. Critical studies of education have increasingly been concerned with resistance theory over the last few decades. Theories of resistance take as their main focus the perception that students are active constructors of culture rather than passive receivers. Students are also active spatial agents in school, in spite of the school's efforts at control. Academic achievement is not so much about cognitive abilities or skills acquisition as it is about how the territorial practices of teachers and others at a school create alienation, resistance, and community membership. Schools do not provide education that is inclusive of historically disenfranchised students because of the territoriality of whiteness. (Contains 47 references.) (SLD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).