Educated in Whiteness: Good Intentions and Diversity in Schools

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E D U C AT E D I N W H I T E N E S S This page intentionally left blank Educated in Whiteness GOOD INTENTIONS AND DIVERSITY IN SCHOOLS Angelina E. Castagno University of Minnesota Press Minneapolis London Portions of chapter 2 were previously published in “Making Sense of Multicultural Education: A Synthesis of the Literature,” Multicultural Perspectives 11, no. 1 (2009): 43–48, and in “Multicultural Education and the Protection of Whiteness,” American Journal of Education 120, no. 1 (2013). Portions of chapter 3 were previously published in “I Don’t Want to Hear That! Legitimating Whiteness through Silence in Schools,” Anthropology and Education Quarterly 39, no. 3 (2008): 314–33. Portions of chapter 4 were previously published in “Common Sense Understandings of Equality and Social Change: A Critical Race Theory Analysis of Liberalism at Spruce Middle School,” International Journal of Qualitative Studies in Education 22, no. 6 (2009): 755–68. Copyright 2014 by the Regents of the University of Minnesota All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Published by the University of Minnesota Press 111 Third Avenue South, Suite 290 Minneapolis, MN 55401-2520 http://www.upress.umn.edu Library of Congress Cataloging-in-Publication Data Castagno, Angelina E. Educated in whiteness : good intentions and diversity in schools / Angelina E. Castagno. Includes bibliographical references and index. ISBN 978-0-8166-8163-1 (hc : alk. paper) — ISBN 978-0-8166-8165-5 (pb : alk. paper) 1. Racism in education—Utah. I. Title. LC212.22.U83C37 2013 370.8909792—dc23 2013028371 Printed in the United States of America on acid-free paper The University of Minnesota is an equal-opportunity educator and employer. 21 20 19 18 17 16 15 14 10 9 8 7 6 5 4 3 2 1 Both engagement and commitment connote service. And genuine service requires humility. We must first recognize and acknowledge (at least to ourselves) that our actions are not likely to lead to transcendent change and may, indeed, despite our best efforts, be of more help to the system we despise than to the victims of that system whom we are trying to help. Then, and only then, can that realization, and the dedication based on it, lead to policy positions and campaigns that are less likely to worsen conditions for those we are trying to help and more likely to remind the powers that be that out there are persons like us who are not only not on their side but determined to stand in their way. —DERRICK A. BELL JR., FACES AT THE BOTTOM OF THE WELL This page intentionally left blank ...