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190093 SE WM-M10 Spezielle ethische Fragestellungen (2017W)

Critical Whiteness Studies, Diversity, and Multicultural Education

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Prüfungsimmanente Lehrveranstaltung

Language: The seminar will be taught in English.


Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").


max. 25 Teilnehmer*innen
Sprache: Englisch


Termine (iCal) - nächster Termin ist mit N markiert

Freitag 24.11. 13:15 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
Samstag 25.11. 09:00 - 16:30 Seminarraum 5 Sensengasse 3a 1.OG
Freitag 19.01. 13:15 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
Samstag 20.01. 09:00 - 16:30 Seminarraum 5 Sensengasse 3a 1.OG


Ziele, Inhalte und Methode der Lehrveranstaltung

Course Description:
As our classrooms turn more diverse, central tenets of teacher education become how to incorporate elements of multicultural education, critical pedagogy, and social justice into curriculums and conversations to best serve all student populations. This course provides a theoretical and practical introduction to affirming diversity by looking at selected research and theory from the fields of Critical Whiteness Studies, Critical Pedagogy, and Multicultural Education. The class also sets out to question and critically reflect the participants’ own identity positions and standpoints as white (or non-white) individuals and how this awareness helps to look at society in different ways. While most scholarly literature and media examples will be taken from a U.S. context, a culturally diverse society that is considered an example for how to (and how not to) navigate diversity in classrooms, we will also attempt to see how diversity needs to be seen differently in a European context, specifically in Austria and Germany. The class thereby establishes the relevance for critical awareness of privileges and for 'unpacking invisible knapsacks' (McIntosh) beyond race and ethnicity. This is particularly important in light of increasingly diversified classrooms which require teachers’ sensibility for their personal blind spots with regards to their own standpoint in society. This seminar thus seeks to blend theoretical concepts with practical applications for the students’ own teaching and learning environments, particularly by affirming diversity and inclusion as well as a critical approach to multicultural education.

Course Objectives:
The goal of this course is to familiarize students with discourses on the social construction of whiteness, and the respective intersections with categories such as race, gender, and class, as well as with critical multiculturalism, diversity, and social justice pedagogy. Students will gain a contextual framework through relevant secondary literature, and acquire tools to properly analyze situations (educational and otherwise) and cultural artifacts (literature, film, etc.) from a perspective that incorporates critical pedagogy and critical media literacy. Students will be practicing the application of relevant theory and engage in critical interpretations of 'de/constructions' of systems of power, privilege, and invisibility, all related to the social construction of whiteness as an 'unmarked' norm in Western societies and the affirmation of diversity in its many different shapes and forms. Students will be exposed to different approaches towards diversity and inclusion in education.

The methodology of this course is based on critical pedagogy. In addition to short input sessions by the course instructor, which will explain and contextualize relevant theories and historical contexts, students are expected to actively participate in class dialogue and group activities. We will also engage in close readings of assigned texts and the analysis of relevant audio-visual material. Students need to prepare the assigned readings and viewings in advance and be ready to share their thoughts both verbally in class and in written form through assignments as specified throughout the semester. In addition to face-to-face meetings in class we will maintain a course blog which will extend the conversation beyond the classroom and help you with your individual learning process through blended learning pedagogies. Overall, this course is designed as an interactive classroom where students will be constantly provoked to engage in critical thinking. Students are encouraged to keep a reading journal, which will help them come to terms with their own experiences inside and outside the classroom that are informed by their own standpoint in society.

Art der Leistungskontrolle und erlaubte Hilfsmittel

Exam Mode: Class participation, short reflection paper, mini-presentation/lesson plan, final paper.

Mindestanforderungen und Beurteilungsmaßstab



Relevant Literature (Selection):

Bonilla-Silva, Eduardo. Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States. 3rd ed. Lanham: Rowman & Littlefield Publishers, 2010.
Buck, Pam Davidson. "Constructing Race, Creating White Privilege." In Race, Class, and Gender in the United States: An Integrated Study, edited by Paula S. Rothenberg, 32-37. New York City, NY: Worth Publishers, 2001.
Dalton, Harlon. 'Failing to See.' In White Privilege: Essential Readings on the Other Side of Racism, edited by Paula S. Rothenberg, 15-18. New York: Worth Publishers, 2011.
Delgado, Richard, and Jean Stefancic, eds. Critical Race Theory: The Cutting Edge. 2nd ed, 2000.
_________. eds. Critical White Studies: Looking Behind the Mirror. Philadelphia:Temple University Press, 1997.
Du Bois, W. E. B. Black Reconstruction in America, 1860-1880. New York: Free Press, 1935.
Dyer, Richard. White. London: Routledge, 1997.
Frankenberg, Ruth. White Women, Race Matters: The Social Construction of Whiteness. Minneapolis: University of Minnesota Press, 1993.
Halley, Jean O'Malley, Amy Eshleman, and Ramya Mahadevan Vijaya. Seeing White: An Introduction to White Privilege and Race. Lanham, Md.: Rowman & Littlefield Publishers, 2011.
Harris, Cheryl I. 'Whiteness as Property.' Harvard Law Review 106, no. 8 (1993): 1707-91. hooks, bell 'Representations of Whiteness in the Black Imagination.' In Black Looks:
Race and Representation, edited by Paula S. Rothenberg, 165-78. Boston: South End Press, 1992.
Howard, Gary R. We Can't Teach What We Don't Know: White Teachers, Multiracial Schools. Multicultural Education Series. 2nd ed. New York: Teachers College Press, 2006.
Johnson, Allan G. Privilege, Power, and Difference. 2nd ed. Boston, Mass.: McGraw-Hill, 2006.
Kendall, Frances E. Understanding White Privilege: Creating Pathways to Authentic Relationships across Race. New York: Routledge, 2006.
McIntosh, Peggy. 'White Privilege: Unpacking the Invisible Knapsack.' In Race, Class, and Gender: An Anthology, edited by Margaret L. Andersen and Patricia Hill Collins, 99-104. Belmont: Wadsworth/CENGAGE Learning, 2011 [1988].
Mills, Charles W. The Racial Contract. Ithaca: Cornell University Press, 1997.
Roediger, David R. The Wages of Whiteness: Race and the Making of the American Working Class. Rev. ed. London: Verso, 2007. 1991.
Rodriguez, Nelson M., and Leila E. Villaverde. Dismantling White Privilege: Pedagogy, Politics, and Whiteness. Counterpoints. New York: P. Lang, 2000.
Rothenberg, Paula S., ed. White Privilege: Essential Readings on the Other Side of Racism. 4th ed. New York: Worth Publishers, 2012.
Steele, Claude. Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us. Issues of Our Time. 1st ed. New York: W.W. Norton & Company, 2010.
Tatum, Beverly Daniel. 'Why Are All the Black Kids Sitting Together in the Cafeteria?' and Other Conversations About Race. New York: BasicBooks, 1999.
Ware, Vron, and Les Back. Out of Whiteness: Color, Politics, and Culture. Chicago: University of Chicago Press, 2002.
Ware, Vron. Beyond the Pale: White Women, Racism, and History. Questions for Feminism. London ; New York: Verso, 1992.

Zuordnung im Vorlesungsverzeichnis


Letzte Änderung: Mo 07.09.2020 15:37