OldLady
Diamond Member
- Nov 16, 2015
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What I meant was, it will take work in order to get white people to listen. Like what you are doing now. Isn't that "more work?"The OP and the point behind the thread makes more sense now that I've slept on it. The author was simply stating her observations of the reactions white students had to discussions of race. Those reactions get in the way of real discussion, cause a lot of "noise" that must be fought through before any actual discussion of the point can take place. It doesn't mean people are incapable of getting past these obstacles; it just takes a lot more work on both sides.white fragility, the idea that white people in the United States often grow up without having to talk or think about race and fail to build up the tolerance needed for discussions of any depth on the topic. When confronted with this understandable weakness, they often lash out or withdraw—the fragility in question.
You have chosen to lash out. You have shown you do not have the tolerance for a real and substantive discussion of race. To you we must look at it your way including reading from Thomas Sowell and adopting that view, if we cannot then we can't have a discussion. This is what you have shown. Your posts are The accidence. You prove the existence of white fragility every time you post.
You see the point of this thread is to get whites such as you to look internally at how you respond to the issue of race as it's presented. You can't even do that. Again, this is evidence. This is not about you disagreeing with me about race. It is about how white fragility is defined and what behaviors are descried as part of it. And you, as well as all the others here but a few have shown just how real white fragility actually is. Maybe the term should not be fragility, but obtuseness because that's what she is basically taking about. Because I see hat you got it all confused just by the use of the term fragility.
Not accepting your unsupported garbage or the professor's editorial opinion ... Isn't lashing out against you or even the garbage.
It is more akin to laughing at your misguided delusions.
.
Shut up and start reading. You do know how to read?
DiAngelo, R. & Sensoy, Ö. (under review). “But I’m shy!”: Classroom participation as a social justice issue.
Sensoy, Ö. & DiAngelo, R. (in press). “We are all for diversity, but…”: How faculty hiring committees reproduce whiteness and practical suggestions for how they can change. Harvard Educational Review.
Thurber, A. & DiAngelo, R. (in press). Microaggressions: Intervening in three acts. Journal of Ethnic & Cultural Diversity in Social Work.
DiAngelo, R. & Sensoy, O. (2014). Calling in: Ways of speaking, thinking, seeing: Cultivating humility, curiosity, and vision in service of anti-racist practice. Journal of Understanding and Dismantling Privilege, 4(2).
Sensoy, Ö. & DiAngelo, R. (2014). Respect differences? Challenging the common guidelines in social justice education. Democracy in Education, 2(1)
Matlock, S. & DiAngelo, R. (2015). “We put it in terms of “not-nice”: White anti-racist parenting. Journal of Progressive Human Services, 26(2).
DiAngelo, R. & Sensoy, Ö. (2014). Leaning in: A student’s guide to engaging constructively in social justice content. Radical Pedagogy, 11(1).
DiAngelo, R. & Sensoy, Ö. (2014). Getting slammed: White depictions of cross-racial dialogues as arenas of violence. Race & Ethnicity in Education, 17(1) 104-128. DOI:10.1080/13613324.2012.674023.
Matias, C. & DiAngelo, R. (2013). Beyond the face of race: Emo-Cognitive Explorations of White Neurosis and Racial Cray-Cray. Journal of Educational Foundations, 2(1).
DiAngelo, R. (2012). Nothing to add: The role of white silence in racial discussions. Journal of Understanding and Dismantling Privilege, 2(2), 1-17.
DiAngelo, R. (2011). White Fragility. International Journal of Critical Pedagogy, 3(3).
Schroeder, C. & DiAngelo, R. (2010). Addressing Whiteness in Nursing Education: The Sociopolitical Climate Project at the University of Washington School of Nursing. Advances in Nursing Science, 33 (3) 244-255.
DiAngelo, R. & Flynn, D. (2010). Showing what we tell: Facilitating anti-racist education in cross-racial teams. Journal of Understanding and Dismantling Privilege, 1 (1) Article 2.
DiAngelo, R. & Sensoy, Ö. (2010). “OK! We get it! Now tell us what to do”: Why we can’t just tell you how to do critical multicultural education. Multicultural Perspectives, 12 (2) 97-102.
DiAngelo, Robin J. (2010). Why Can’t We All Just Be Individuals?: Countering the Discourse of Individualism in Anti-racist Education. InterActions: UCLA Journal of Education and Information Studies, 6(1), . Retrieved from: Why Can’t We All Just Be Individuals?: Countering the Discourse of Individualism in Anti-racist Education
DiAngelo, R. & Sensoy, Ö. (2009). We don’t want your opinion: Knowledge construction and the discourse of opinion in the equity classroom. Equity & Excellence in Education, 42 (4) 443-455.
Sensoy, O. & DiAngelo, R. (2009). Developing social justice literacy: An open letter to our faculty colleagues. Phi Delta Kappan. 90 (5), 345-352.
DiAngelo, R. (2006). The production of whiteness in education: Asian international students in a college classroom. Teachers College Record. Vol 108(10), (p. 1960-1982)
DiAngelo, R. (2006). My class didn’t trump my race: Using oppression to face privilege. Multicultural Perspectives. Vol 8(1), (pp.51-56).
Sensoy, O. & DiAngelo, R. (2006). I wouldn’t want to be a woman in the Middle East: White female student teachers and the narrative of the oppressed Muslim woman. Radical Pedagogy. Vol. 8 (1).
DiAngelo, R. & Allen, D. (2006). My Feelings Are Not About You: Personal Experience as a Move of Whiteness. InterActions: UCLA Journal of Education and Information Studies. Vol. 2, Issue 2, Article 2. “My Feelings Are Not About You”: Personal Experience as a Move of Whiteness
Shut up ad state read
The author is just a white lady teaching a class. Imagine what BLM is up against trying to get people to listen to the real issues. All the furor over taking a knee during the National Anthem is a good example, I think. White people are screaming about patriotism and soldiers who've died, and anyone who points out the actual reason for the protest is immediately branded anti-American. So now, along with the other stereotypes of black people as a group, blacks are America hating. Perfect. It completely buries the reason for the protests to begin with and avoids any discussion of systemic racism.
Actually it will take more work only on one side. Whites must learn to LISTEN. But I don't feel like arguing that one detail with you because of the fact you raised so many more positives than that one negative.