Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Reproducing and Reworking Colorblind Racial Ideology

Reproducing and Reworking Colorblind Racial Ideology What is the relationship between white children’s interpretations of racial phenomena and dominant racial ideology? Do children passively adopt dominant racial ideological positions, the result of a “deep cultural conditioning” that happens to children? Do kids assertively challenge ideologies, rejecting adults’ authoritative worldviews through enacting child agency? Or is something more dialectically complex occurring that includes both reproduction and reinvention? Drawing on a subset of data from a two-year ethnographic study with white, affluent families, the author focuses on the relationship between children’s ideas about race and Bonilla-Silva’s four frames of colorblind ideology. The findings demonstrate that rather than adopting colorblind ideology in a prescriptive fashion, children engage in the dialectical process of interpretive reproduction whereby they simultaneously reproduce and rework colorblind ideology, including if, how, and when colorblind frames are used. Acknowledging the active role children play in their own racial socialization, this article complicates the theory of white habitus, arguing for greater recognition of children’s agency and innovation in this socialization process. Exploring this relationship is central to understanding how racism—the ideological sphere of the racialized social system—is reproduced and reworked across generations and how ideal whiteness is dynamic, adapting with the newest generation of whites as they move through different contexts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sociology of Race and Ethnicity SAGE

Reproducing and Reworking Colorblind Racial Ideology

Sociology of Race and Ethnicity , Volume 2 (1): 14 – Jan 1, 2016

Loading next page...
 
/lp/sage/reproducing-and-reworking-colorblind-racial-ideology-hZml6HpgAG
Publisher
SAGE
Copyright
© American Sociological Association 2015
ISSN
2332-6492
eISSN
2332-6506
DOI
10.1177/2332649215594817
Publisher site
See Article on Publisher Site

Abstract

What is the relationship between white children’s interpretations of racial phenomena and dominant racial ideology? Do children passively adopt dominant racial ideological positions, the result of a “deep cultural conditioning” that happens to children? Do kids assertively challenge ideologies, rejecting adults’ authoritative worldviews through enacting child agency? Or is something more dialectically complex occurring that includes both reproduction and reinvention? Drawing on a subset of data from a two-year ethnographic study with white, affluent families, the author focuses on the relationship between children’s ideas about race and Bonilla-Silva’s four frames of colorblind ideology. The findings demonstrate that rather than adopting colorblind ideology in a prescriptive fashion, children engage in the dialectical process of interpretive reproduction whereby they simultaneously reproduce and rework colorblind ideology, including if, how, and when colorblind frames are used. Acknowledging the active role children play in their own racial socialization, this article complicates the theory of white habitus, arguing for greater recognition of children’s agency and innovation in this socialization process. Exploring this relationship is central to understanding how racism—the ideological sphere of the racialized social system—is reproduced and reworked across generations and how ideal whiteness is dynamic, adapting with the newest generation of whites as they move through different contexts.

Journal

Sociology of Race and EthnicitySAGE

Published: Jan 1, 2016

There are no references for this article.