Empowerment,Constraint, and the Entrepreneurial Self: A Study of White Women Entrepreneurs

Discourses of entrepreneurship and research on women entrepreneurs have proliferated in the last two decades. This study argues that a particular conception of an entrepreneurial self underlies much literature on women entrepreneurs and their empowerment, and identifies several key assumptions of this entrepreneurial self. The study then assesses the motivations and experiences of several white women entrepreneurs in a northwestern state in the United States, finding that aspects of the entrepreneurial self are most evident in the reasons that women provide about why they became entrepreneurs. However, the experiences the women narrate reveal a more constraints-centered discourse, which features a particular interpretation of the frontier myth of the American West, and bears traces of an emergent, collective notion of empowerment. The authors explain such empowerment from critical and feminist perspectives, offering the concept of bounded empowerment as a lens through which to examine entrepreneurship and gender, and discussing its practical implications.     

White Innocence Heroes: Recovery,Reversals, Paternalism,and David Duke

Abstract

For over a decade, critical scholars have exposed antiracist white heroes in popular discourse who reproduce white innocence, superiority, and privilege. This essay exposes claims of antiracist white heroics by former Klansman and Nazi sympathizer, David Duke. Critical analysis of Duke's letter to the editor, published 11 days before his Louisiana State Senate victory in 1989, reveals that Duke used implicit whiteness strategies of mythic recovery to justify his infamous civil rights reversals and white paternalism to rescue blacks from welfare and whites from affirmative action by restoring rugged individualism. Duke's rhetoric models ways for whites to sanitize personal and cultural histories of white supremacy, while reproducing white privilege. The recovery of white masculine heroes and rugged individualism myths is also found in the 2008 McCain-Palin presidential campaign. Critical analysis of such rhetoric challenges our scholarly knowledge about whiteness and exposes persistent constructions of white innocence.     

Race and popular cinema: The rhetorical strategies of whiteness in city of joy

This essay analyzes the hegemonic representations of whiteness in contemporary Hollywood cinema. By specifically focusing on the 1992 Hollywood film City of Joy, this essay examines the rhetorical strategies through which whiteness is enacted in popular culture in relation to non‐white “natives” of the “third world.” The essay also illustrates the rhetorical intersections between whiteness and gender. A central argument of this essay is that an understanding of the politics through which non‐white groups are culturally marginalized simultaneously requires an examination of the politics through which whites are centered and legitimized in cultural practices.     

Programs of teacher education as mediators of White teacher identity

A growing body of scholarship in teacher education has explored the historical, systemic, interactional, and individual factors that create possibilities and challenges in White teachers’ reconceptualization of their racial identity and of the purpose and nature of their work in a racialized society. However, there has been little attention to programs of teacher education as critical mediators of such learning and change. Through an analysis of in-depth interviews with four prospective White teachers in the United States, we develop a framework of White teachers’ racial identities as situated within racial ideologies and mediated by the context of teacher education programs. The framework helps elucidate how teachers’ racial identities are instantiated through interactions and available identities in a program space, which are in turn shaped both by ideology and program structure and culture. The framework and findings urge an insertion of our own agency, as teacher educators, into the analyses of White prospective teachers’ learning and change, by highlighting our role as individuals who co-construct the programmatic structure and culture that partially instantiates these teachers’ racial identities.     

Border Patrolling and “Passing” in Eminem's 8 Mile

This essay argues that the semi-biographical film 8 Mile represents Eminem as being both racially distinctive and as possessing universal commercial appeal. 8 Mile accomplishes this paradoxical construction by portraying “Rabbit” as “white trash,” a discursively “dark” (white) object, and as an American mythological white subject. The film makes whiteness hyper-visible by subjecting it to raced and gendered struggles. Through real and symbolic violence, Rabbit battles “dark” villains and grapples with “dark” women, initiating a rite of passage. The film grounds Eminem's hip hop authenticity in Rabbit's discursive darkness, but attaches to this image the marketable allure of mythic whiteness. I conclude by contemplating how the film's conservatism reifies “blackness.”     

The Bachelor: Whiteness in the Harem

This examination of the representation of whiteness and women of color in the reality-based television series The Bachelor shows how the series is “raced.” It is a context in which only white people find romantic partners, a process that women of color work to facilitate. The Westernized trope of the Eastern harem structures The Bachelor, duplicating in the series the imperialist, Orientalist, and oppressive racist premises of the harem trope.     

Racist Violations and Racializing Apologia in a Post-Racism Era

In theorizing the dialectic of public acts of white racial offenses and the in/sufficiency of apologia associated with white racial discourse, we examine racist violations and racializing apologia from 24 white public figures in the United States between 1996 and 2012. Analysis of racist violations reveals that each offense undermines race as a social and political marker, whereas racializing apologia makes explicit the constant force of racialization and latent nature of whiteness in apologia strategies. We view racializing apologia as potentially liberatory, capable of allowing for a defense of oneself and challenging reproduction of racial formations.     

Lessons we still need to learn on creating more inclusive and responsive classrooms: recommendations from one student–faculty partnership programme

ABSTRACT

This article presents recommendations regarding how to create welcoming and productively challenging classrooms for a diversity of students. These recommendations emerged during the pilot phase of a student–faculty pedagogical partnership programme in 2007 and remain relevant in 2017. To situate the recommendations, we evoke definitions of Whiteness, racism, and culture and briefly review key ideas from literature centred on inclusive and responsive classroom practices. We describe the genesis of the partnership programme at a college in the Mid-Atlantic United States and the methods used to document conversations with students from underrepresented groups on campus and with the faculty and students who piloted the programme, all of whom participated in a research project approved by the College’s ethics board. The majority of the article focuses on the set of eight interrelated recommendations for developing inclusive and responsive classrooms generated by the faculty and student participants in the partnership programme.     

Ethical dilemmas in designing collaborative research: Lessons learned the hard way

In this article I use my own problematic experience as a well-intentioned educational researcher to highlight some of the dilemmas and complexities of collaboration with classroom teachers. Engaged in an otherwise pleasant and productive research project in partnership with a primary grade teacher, I experienced deep methodological difficulties linked to the ethical heart of collaborative research. Given that this model - university-based researchers entering into "collaborative" research relationships with classroom teachers - is becoming an increasingly prevalent strategy, it is important to consider fully the potential challenges and obstacles we might face in these relational research contexts.