TY - JOUR
AU - Ray, Ranita
AB - I draw on three years of participant observations in one socio-economically marginalized public elementary and one middle school to document how teachers strategically mobilize the discursive landscape of race consciousness to 1) position themselves as racially progressive while perpetuating racial harm; 2) pathologize racially marginalized students, their families, and communities; and 3) engage in racial harassment. Drawing on these findings and adding to a body of work on race-conscious racial ideologies, I articulate some basic contours of race consciousness as an emerging racial ideology within educational institutions in an era of diversity: an increased interest in, and proliferation of, race discourse; the use of progressive language around race and racial inequality that involves defining racism as inscrutable and implicit bias as unavoidable; and racial education and acknowledgement of privilege as one of the dominant pathways to achieving racial justice. Race-conscious racism, thus, re-inscribes white supremacy and Black and brown racial suffering by obscuring its own nature as a form of racism. It allows white people to treat race-talk as racial justice, and therefore inherently virtuous. It is mobilized by those with racial power to pathologize communities of color and justify racial harm while simultaneously positioning themselves as both morally superior and anti-racist.
TI - Race-Conscious Racism: Alibis for Racial Harm in the Classroom
JO - Social Problems
DO - 10.1093/socpro/spac009
DA - 2022-02-16
UR - https://www.deepdyve.com/lp/oxford-university-press/race-conscious-racism-alibis-for-racial-harm-in-the-classroom-uxMx2GoQs2
SP - 682
EP - 697
VL - 70
IS - 3
DP - DeepDyve
ER -