White Teacher and Whilte Privilege

Vivian Parley. (2000). Cambridge, MA: Harvard University Press.

Parley narrates her interactions with black kids in an integrated elementary school. She keeps child-oriented perspectives and respects the order of social/interpersonal structure that those children create, as Dewey emphasized. I also read Rousseau's approaches shown in Emile when she punishes Steven, an unruly child. She seemed to struggle not ignoring race issues and took a similar position to feminists--difference exists but it doesn't matter. In the end, she confesses that she was still looking at black kids collectively, which signifies that she is not close enough to see individual characteristics. This seems true when many tend to identify a student from Asia as an Asian girl, who has no name. What about the other way around? In higher education setting, there are more white people, so any colored students may stand out, so they may be easily identifiable with its race. But will they try to learn their names?

Peggy McIntosh. (1988).
McIntoch further advocates breaking silence, in particular, about white privilege. Silence and denial perpetuate the 'interlocking' oppressions resulting from race, sex, class, religion and ethnicity.