Discussing race and racism often conjures up emotions of guilt, shame, anger, defensiveness, denial, sadness, dissonance, and discomfort. Instead of suppressing those feelings, coined emotionalities of whiteness, they are, nonetheless, important to identify, understand, and deconstruct if one ever hopes to fully commit to racial equity. Feeling White: Whiteness, Emotionality, and Education delves deeper into these white emotionalities and other latent ones by providing theoretical and psychoanalytic analyses to determine where these emotions so stem, how they operate, and how they perpetuate racial inequities in education and society. The author beautifully weaves in creative writing with theoretical work to artistically illustrate how these emotions operate while also engaging the reader in an emotional experience in and of itself, claiming one must feel to understand. This book does not rehash former race concepts; rather, it applies them in novel ways that get at the heart of humanity, thus revealing how feeling white ultimately impacts race relations. Without a proper investigation on these underlying emotions, that can both stifle or enhance one’s commitment to racial justice in education and society, the field of education denies itself a proper emotional preparation so needed to engage in prolonged educative projects of racial and social justice. By digging deep to what impacts humanity most—our hearts—this book dares to expose one’s daily experiences with race, thus individually challenging us all to self-investigate our own racialized emotionalities.
“Drawing on her deep wisdom about how race works, Cheryl Matias directly interrogates the emotional arsenal White people use as shields from the pain of confronting racism, peeling back its layers to unearth a core of love that can open us up. In Feeling White: Whiteness, Emotionality, and Education, Matias deftly names and deconstructs distancing emotions, prodding us to stay in the conversation in order to become teachers who can reach children marginalized by racism.” – Christine Sleeter, Ph.D., Professor Emeritus, California State University, Monterey Bay
“In Feeling White, Cheryl E. Matias blends astute observations, analyses and insights about the emotions embedded in white identity and their impact on the racialized politics of affect in teacher education. Drawing deftly on her own classroom experiences as well as her mastery of the methodologies and theories of critical whiteness studies, Matias challenges us to develop what Dr. King called ‘the strength to love’ by confronting and conquering the affective structures that promote white innocence and preclude white accountability.” – George Lipsitz, Ph.D., Professor, University of California, Santa Barbara, and author of The Possessive Investment in Whiteness
Cheryl E. Matias, Ph.D., is an assistant professor in the School of Education and Human Development at the University of Colorado Denver. She is a motherscholar of three children, including boy-girl twins.’
Mục lục
Foreword: Whiteness and Emo-Social Justice.- Author’s Note.- Acknowledgements.- “But I Never Owned Slaves!”: Intersections of Whiteness, Emotionality, and Education.- On the “Flip” Side: Unveiling the Dangerous Minds of White Teacher Candidates.- Anatomy of Colored Pain: Developing a Pedagogy of Trauma.- A Feminist Look into Identity and Emotions.- Why the “I” and “We”?.- Chronology of Colored Pain Even Before the First Day of Class: A Theoretical Precursor.- Unveiling the Pain Behind White Diss-Course: A Counter Analysis.- Humanizing Colored Pain: Honoring My Flip Side of Trauma.- “When Saying You Care Ain’t Really Caring”: Emotions of Disgust, Whiteness Ideology and Teacher Education (with Michalinos Zembylas).- Theorizing Racialized Emotions: Whiteness and the Role of Disgust.- Analyzing Teacher Candidates’ Emotions on Race and Whiteness; So What Now?.- Conclusion.- Loving Whiteness to Death: Sadomasochism, Emotionality, and the Possibility of Humanizing Love (with Ricky Lee Allen).- In the Beginning: What’s Love Got to Do with It?.- What Is Love?.- How Deep Is Your Love?.- Love: An American-Born Hetero-Normed Motherscholar of Color.- I Found Love in a Hopeless Place: Ricky’s Story.- White Love or Bad Romance?.- Conclusion: True Love Will Find You in the End; Not I: The Narcissism of Whiteness.- Emotionality of Narcissism.- Narcissism of Whiteness.- The Narcissism of Whiteness in Education.- Conclusion.- White Skin, Black Friend: A Fanonian Theorization of Racial Fetish in Teacher Education.- Psychoanalytics of Whiteness in Education.- Conceptualizing Racial Fetish.- Teacher Education: Institutionalizing Racial Fetish?.- Dangers and Hopes in “White Skin, Black Friend”.- To Be a Friend: A New Beginning.- Grief, Melancholia, and Death: Beyond Whiteness?.- The Ubiquity of Whiteness.- The Psychological Impacts of Whiteness.- A Glimpse at Grief, Melancholia, and Death.- Applying Grief, Melancholia, and Death When Leaving Whiteness.- Conclusion; Whiteness as Surveillance: Policing Brown Bodies in Education.- The Legal Precedence for White Surveillance.- Panopticism, Surveillance, and the Role of White Supremacy.- Whiteness as Surveillance in the Academy: Just One Story.- Conclusion.- Tears Worth Telling: Urban Teaching and the Possibilities of Racial Justice.- Marrying Theory: Critical Social Theory, Critical Race Theory, and Critical Whiteness; Reflective Counterstory.- Implications for Urban Teaching and Teacher Education; Conclusion.- “Who You Callin’ White?!”: A Critical Counterstory on Coloring White Identity.- Theoretical Frame.- Arriving at Identity.- Toward a Methodology and Design.- My Counterstory of Hayley’s Symbiotic Transformation; My Counterstory of Thurston’s White Active Resistance; An Ending to a Beginning of Change.- Decolonizing the Colonial White Mind.- The State of Colonization; The Colonial White Mind.- Decolonization of the Colonial White Minds; Conclusion.- Conclusions for Feeling Again: Pending.- Emotionality of Whiteness in Teacher Education; What Does This Mean to Me?.- Addressing White Racial Abusers.- To Feel Again.
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