front cover of Rhetorics of Whiteness
Rhetorics of Whiteness
Postracial Hauntings in Popular Culture, Social Media, and Education
Edited by Tammie M. Kennedy, Joyce Irene Middleton, Krista Ratcliffe, with a foreword by Lilia D. Monzó and Peter McLaren
Southern Illinois University Press, 2017
Winner, CCCC Outstanding Book Award in the Edited Collection Category, 2018

With the election of our first black president, many Americans began to argue that we had finally ended racism, claiming that we now live in a postracial era. Yet near-daily news reports regularly invoke white as a demographic category and recount instances of racialized violence as well as an increased sensitivity to expressions of racial unrest. Clearly, American society isn’t as color-blind as people would like to believe. In Rhetorics of Whiteness: Postracial Hauntings in Popular Culture, Social Media, and Education, contributors reveal how identifications with racialized whiteness continue to manifest themselves in American culture.

The sixteen essays that comprise this collection not only render visible how racialized whiteness infiltrates new twenty-first-century discourses and material spaces but also offer critical tactics for disrupting this normative whiteness. Specifically, contributors examine popular culture (novels, films, TV), social media (YouTube, eHarmony, Facebook), education (state law, the textbook industry, dual credit programs), pedagogy (tactics for teaching via narratives, emotional literacy, and mindfulness) as well as cultural theories (concepts of racialized space, anti-dialogicism, and color blindness). Offering new approaches to understanding racialized whiteness, this volume emphasizes the importance of a rhetorical lens for employing whiteness studies’ theories and methods to identify, analyze, interpret, and interrupt representations of whiteness.

Although whiteness studies has been waning as an active research field for the past decade, the contributors to Rhetorics of Whiteness assert that it hasn’t lost its relevancy because racialized whiteness and issues of systemic racism persist in American society and culture today. Few whiteness studies texts have been published in rhetoric and composition in the past decade, so this collection should quickly become mandatory reading. By focusing on common, yet often overlooked, contemporary examples of how racialized whiteness haunts U.S. society, Rhetorics of Whiteness serves as a valuable text for scholars in the field as well as anyone else interested in the topic.
[more]

front cover of Mythohistorical Interventions
Mythohistorical Interventions
The Chicano Movement and Its Legacies
Lee Bebout
University of Minnesota Press, 2010
Mythohistorical Interventions explores how myth and history impacted the social struggle of the Chicano movement and the postmovement years. Drawing on archival materials and political speeches as well as music and protest poetry, Lee Bebout scrutinizes the ideas that emerged from the effort to organize and legitimize the Chicano movement’s aims.

Examining the deployment of the Aztec eagle by the United Farm Workers union, the poem Yo Soy Joaquín, the document El Plan de Santa Barbara, and icons like La Malinche and La Virgen de Guadalupe, Bebout reveals the centrality of culture to the Chicano movement. For Bebout, the active implementation of cultural narrative was strategically significant in several ways. First, it allowed disparate movement participants to imagine themselves as part of a national, and nationalist, community of resistance. Second, Chicano use of these narratives contested the images that fostered Anglo-American hegemony.

Bringing his analysis up to the present, Bebout delineates how demographic changes have, on the one hand, encouraged the possibility of a panethnic Latino community, while, on the other hand, anti-Mexican nativists attempt to resurrect Chicano myths as a foil to restrict immigration from Mexico.
[more]

front cover of Teaching with Tension
Teaching with Tension
Race, Resistance, and Reality in the Classroom
Edited by Philathia Bolton, Cassander L. Smith, and Lee Bebout
Northwestern University Press, 2019
Teaching with Tension is a collection of seventeen original essays that address the extent to which attitudes about race, impacted by the current political moment in the United States, have produced pedagogical challenges for professors in the humanities. As a flashpoint, this current political moment is defined by the visibility of the country's first black president, the election of his successor, whose presidency has been associated with an increased visibility of the alt-right, and the emergence of the neoliberal university. Together these social currents shape the tensions with which we teach.

Drawing together personal reflection, pedagogical strategies, and critical theory, Teaching with Tension offers concrete examinations that will foster student learning. The essays are organized into three thematic sections: "Teaching in Times and Places of Struggle" examines the dynamics of teaching race during the current moment, marked by neoconservative politics and twenty-first century freedom struggles. "Teaching in the Neoliberal University" focuses on how pressures and exigencies of neoliberalism (such as individualism, customer-service models of education, and online courses) impact the way in which race is taught and conceptualized in college classes. The final section, "Teaching How to Read Race and (Counter)Narratives," homes in on direct strategies used to historicize race in classrooms comprised of millennials who grapple with race neutral ideologies. Taken together, these sections and their constitutive essays offer rich and fruitful insight into the complex dynamics of contemporary race and ethnic studies education.
 
[more]


Send via email Share on Facebook Share on Twitter