White on White: Researcher Reflexivity and the Logics of Privilege in White Schools Undertaking Reform |
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| Authors: | Email author" target="_blank">Jenny?GordonEmail author |
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| Institution: | (1) Division of Education, School of Education and Human Development, Binghamton University, PO Box 6000, Binghamton, NY 13902, USA |
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| Abstract: | I use this paper to reexamine my role as a White researcher on a multi-racial research team. I reanalyze data I collected
during an evaluation project to reveal how I avoided seeing race in the schools I visited and how I dodged discussions of
race with members of those school communities. By analyzing my own discursive practice, I introduce a series of logics enacted
through a variety of strategies that I used to manage race talk. The purpose of this paper is two-fold: (1) an analysis of
the strategies I used to sustain White privilege and (2) an examination of the logics of those strategies in order to understand
the power they have in reproducing inequity. Only by understanding the self-perpetuating nature of White privilege will we
be able to begin to dismantle it.
Jenny Gordon is an assistant professor in the Division of Education, School of Education and Human Development at Binghamton
University. She teaches foundations courses for elementary education and courses on qualitative research methods. Her scholarly
work includes articles on methodological issues pertaining to qualitative research methods and narratives on the impact of
race on research and teaching. |
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| Keywords: | race Whiteness researcher identity colorblindness reflexivity |
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