Rethinking Racism: Emotion, Persuasion, and Literacy Education in an All-White High School

Index

&** >C9:M Abu-Lughod, Lila, 22, 30, 38, 40, 42, 138 affect, 28, 41, 42, 78, 103, 123–24 Ahmed, Sarah, 4 Alberti, John, 127 Allegory of the Cave, 109 ancestors, white discourse of, 24–25, 54, 57 Anderson, Virginia, 36, 113 Angelou, Maya, 25–26, 45, 52–56, 75–77, 93, 96 antiracism: commonalities, discourse of, 55–56, 93–95; as marker of class distinction, 38–41, 45–56, 59–60, 95, 111–12, 121 antiracist education: emotioned rules within, 110–11; failures of, 6–7, 23–24, 110–11; indeterminacy and, 122–23; private nature of, 101–2 Applebaum, B., 134, 135 audience, peers vs. teachers, 60 beginning stories, 11, 33, 38–43, 125–26, 142 Behar, Ruth, 15, 142 beliefs, emotion and, 3–5, 41 Berlin, James, 6, 141 bildungsroman, 41 biological explanations of race, 98–101 Black English, 10, 59 Blee, Kathleen, 13–14, 31 Bloom, Lynn, 26 Boler, Megan, 21, 22, 73, 110 bourgeois ideology, 26–27 Brantlinger, Ellen, 35, 127, 132 Britzman, Deborah, 30–31, 41, 42, 43 Brothers and Keepers (Wideman), 45, 80, 92, 114–15 Burke, Kenneth, 28, 34 Cain, C., 42–43 “caring,” as emotioned rule, 55 Catcher in the Rye, The (Salinger), 52, 53, 56, 100 chaos, management of, 100–101 chronos, 123–24 Cintron, Ralph, 75, 77, 89 class: racist discourse used to police, 38– 41, 45–46, 55–56, 59–60, 95, 111–12, 121 class analysis, 20 classroom practice, 141–42 cognitive psychology, 23 Color Purple, The (Walker), 2, 9, 13–14, 83, 95–96, 121–22 commonalities, discourse of, 55–56, 93–95 community of practice, 27 competition, 26 complaining, white student view of, 25– 26, 50, 52, 57, 88, 89–91, 100 composition studies, 7–8, 14 consciousness, construction of, 6 context, 123–24 correctness, 10 critical discourse analysis, 24 critical illiteracy, 109–11 critical pedagogy, 104–5 critical race theory, 13, 125 Critical White Studies: Looking behind the Mirror (Delgado and Stefanic), 17 Crowley, Sharon, 5, 23 CulturalPoliticsof Emotion,The (Ahmed), 4 Culture and Truth: The Remaking of Social Analysis (Rosaldo), 29–30 Cushman, Ellen, 27 Cvetkovich, Ann, 21 death penalty discussion, 85–87 decision-making processes, 27 deep thought, 28 Delgado, Richard, 17 deliberate emotional education, 28 demystification, 5 denial or rationalization of racism, 89–92, 112 DeVoss, Nicole, 27 Dig, The (Emmanuel), 106, 107–8 156 Index Dividing Classes: How the Middle Class Negotiates and Rationalizes School Advantage (Brantlinger), 127 Doing School: How We Are Creating a Generation of Stressed Out, Materialistic , and Miseducated Students (Pope), 126–27 economic metaphors for whiteness, 125– 26 Edbauer, Jenny, 21 elaboration, 5, 23 Ellsworth, Elizabeth, 30, 122–23 Emmanuel, Lynn, 106, 107–8, 121 emotion, 11; beliefs and,3–5, 41; deliberate emotional education, 28; language and, 4–5; latent, 24; as object of schooling, 142–43; persuasion and, 21–25, 79–80; public dimension of, 77; social and cultural context, 21–22; social control of, 3–4, 22; structures of, 7 emotional pedagogy, 89, 102 emotional regimes, 4 emotioned beliefs, 3, 23, 41, 93 emotioned rules, 12, 22–23; “caring,” 55; critical illiteracy and, 110–11; of equality , 60–61, 96, 113–15; hidden curriculum and, 78–79; political positions and, 28; positive messages, 89–92; time and, 28–29 “Engaging Whiteness: How Racial Power Gets Reified in Education” (Hytten and Warren), 20 equality, emotioned rules of, 60–61, 96, 113–15 ethnographic fiction, 43–44 ethnographic time, 30, 36–37 ethnography, 11, 36; field notes, 39, 40; narrative, 42–44; other and, 36–37, 75; of personhood, 42–43, 89; white privilege and, 138 “everyone is racist,” rhetoric of, 61–69 Fabos, Bettina, 19–20, 134 familial meanings, 41 Feagin, Joe, 18–19 feminism, student view of, 107–8 fiction, ethnographic, 43–44 field notes, 44 film and popular culture, 8 fixed forms, 30 Frankenberg, Ruth, 17 Freire, Paulo, 54, 105, 141 “Freshman Composition as a MiddleClass Enterprise” (Bloom), 26–27 “Frying Trout While Getting Drunk” (Emmanuel), 121 generalization, 42 Gorzelsky, Gwen, 5, 11, 124 “gotcha!” mode of analysis, 15, 30 Grabill, Jeffrey, 27 grading, 116 Gross, Daniel, 21–22 handouts, white stereotypes of, 40, 54, 99 Harris, Cheryl, 125 Hartigan, John, 17 Heath, Shirley Brice, 138 Hicks, Deborah, 13, 30, 42, 103, 109, 122, 141 hidden curriculum, 4, 12, 77–79, 88; bourgeois ideology, 26–27; emotioned rules and, 78–79; infrastructures and, 27–28 Holland, D., 42–43 hooks, bell, 105 hybrid language of inquiry, 13 hybrid text, 30 Hytten, Kathy...