CRITICAL WHITENESS IN HIGHER EDUCATION

EDL 660E
Fall 2020
Tuesdays, 10:05-12:45pm
August 25th - October 13th
Zoom Classroom: https://miamioh.zoom.us/j/85904363657
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INSTRUCTOR & TEACHING ASSISTANT

Elisa Abes, Ph.D.

Associate Professor, Student Affairs in Higher Education (SAHE)
abeses@miamioh.edu

Grace Hymel
Teaching Assistant, 2nd Year Student Affairs in Higher Education (SAHE) M.S. student
hymelg@miamioh.edu

Both are available by appointment.

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LAND & LABOR ACKNOWLEDGEMENT

Miami University’s Land Acknowledgement

Miami University is located within the traditional homelands of the Myaamia and Shawnee
people, who along with other indigenous groups ceded these lands to the United States in the
first Treaty of Greenville in 1795. The Miami people, whose name our university carries, were
forcibly removed from these homelands in 1846.

In 1972, a relationship between Miami University and the Miami Tribe of Oklahoma began and
evolved into a reciprocal partnership, including the creation of the Myaamia Center at Miami
University in 2001. The work of the Myaamia Center serves the Miami Tribe community and is
dedicated to the revitalization of Miami language and culture and to restoring that knowledge to
the Myaamia people.

Miami University and the Miami Tribe are proud of this work and of the more than 140
Myaamia students who have attended Miami since 1991 through the Myaamia Heritage Award
Program.

Labor Acknowledgement
Further, we are indebted to the enslaved people (primarily of Indigneous and African descent)
who likely provided exploited and unpaid labor on the land which this university was built.

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COURSE DESCRIPTION

“We have to constantly critique imperialist white supremacist patriachal culture because it is
normalized by mass media and rendered unproblematic.”
- bell hooks

This course explores one’s own white racial identity and expanding students’ racial
consciousness. Students will be asked to reflect on their racial identity and socialization that has
formed their life thus far. Furthermore, students will engage in intentional reflection to train
themselves to see the presence of both racism and whiteness, such as privilege, internalized
dominance, white fragility, and white solidarity, in their thoughts, actions, environments, and the
world. In addition to exploring students’ white racial identity, students will explore historical and
contemporary implications of white supremacy and racial domination on both individuals and
systems, with a significant focus on anti-Blackness. We will also interrogate white institutional
presence in higher education to further illuminate systematic oppression in our shared context.
Through this reckoning of whiteness individually and systemically, we will explore antiracism as
both a concept and a practice. Ultimately, this class aims to give people the tools to continue to
engage in crucial conversations about race and antiracist practices.

This course is not designed to give students all of the answers regarding racial inequity. It is
important to note that there is no end destination in antiracism work. This course should,
however, propel you forward on a life-long journey of learning and unlearning and antiracist
practices.

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LEARNING GOALS

Specific learning goals for this course include:

1. Understand one’s socialization as a racialized being and the way whiteness has shaped
one’s own life and development.
2. Recognize the depth and permanence of whiteness and its subsequent impacts both
individually, institutionally, and systematically.
3. Demonstrate an ability to engage in crucial conversations around race and one’s white
racial identity in meaningful ways.
4. Construct active anti-racist practices to disrupt racism, specifically anti-blackness, in
one’s personal lives and in student affairs and higher education to foster equity.

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 CREATING OUR CLASSROOM ENVIRONMENT

“I focus on the way respect creates symmetry, empathy, and connection

in all kinds of relationships, even those, such as teacher and student,
doctor and patient, commonly seen as unequal.”
-Sara Lawrence-Lightfoot, The Essential Conversation

All expectations for creating our classroom environment are designed to foster respect for one
another. Our hope is to create a space where meaningful learning can happen with and from all
members of the community.

These expectations also recognize the challenging circumstances we are all in as we navigate
education during a pandemic and our realities of remote education. I know that this context will
shape our time together. I hope we can all model flexibility, compassion, and humor during a
terribly stressful time, while also being honest with each other about how we need support. And
we all need support!

● As a graduate level seminar, you are responsible for completing all required readings in
advance of each class session. Completing the readings increases your own learning, as
well as the learning of your classmates and instructor.

● Active participation in class is expected and essential to learning. Recognizing that some
people are more comfortable speaking in class than others, active participation does not
mean talking a lot and also includes active listening. More specifically it includes:
○ demonstrating that you have completed the readings by including aspects of the
readings in our class conversations in a meaningful way.
○ Contributing thoughtful comments about and examples of concepts being
discussed; this includes comments about ideas you’re still trying to understand
(class conversation is about learning, not always having the “right” or most
profound comment)
○ Contributing thoughtful comments about and examples of concepts being
discussed; this includes comments about ideas you’re still trying to understand
(class conversation is about learning, not always having the “right” or most
profound comment)
○ Raising thoughtful questions, including asking for clarification when you don’t
understand a concept (again, class conversation is about learning, not already
having all of the answers)
○ Listening carefully to your classmates’ contributions and respectfully responding
to others' comments
○ Monitoring your own participation and being sensitive to allowing all people the
opportunity to participate in ways that are comfortable for them

● Zoom: Our goal will be to create community through Zoom as comparable to being in the
classroom as possible. With limited exceptions when necessary, please keep your video
 on during class. Also, we will sometimes record our class sessions to accommodate
people who are absent. I will let you know if we are recording a Zoom session. Zoom
session recordings are not to be shared with others outside of our course without
permission.

● As a conversation-based course, you are expected to attend all class sessions. However,
we also acknowledge that it may be difficult to predict the impact of COVID-19 this Fall,
and that the impact will be felt in different ways by different people. Therefore, we will,
without prejudice, provide students with reasonable opportunities for completing missed
work. However, students are ultimately responsible for material covered in class,
regardless of whether the student is absent or present. If your absence is of significant
duration or severity, as your instructor, I will advise you about other options that might
be available including assigning an incomplete grade or requesting a medical withdrawal.

● Out of respect for your classmates and instructor, please be ready to begin class at 10:05
a.m. If a prior commitment will affect your ability to arrive on time, please notify me
prior to class.

● If you must hand in work late due to illness or an emergency, please contact me to
discuss the situation prior to the date the assignment is due. Other than for emergencies
that prevented you from contacting me, I will not accept late assignments without prior
permission. It will likely take me additional time to provide feedback on late
assignments.

● All electronic devices (i.e., laptops, phones, tablets) are to be used only for class
purposes. It is clear and distracting to your classmates and instructors when devices are
used for non-class purposes.

Academic Integrity: Academic integrity is central to our community. The university policy
regarding academic misconduct is stated in Section 5 of the Graduate School Handbook. Miami
also has a webpage describing academic integrity. Often academic misconduct is a result of not
being familiar with policies or misunderstandings about policies. Please review these documents
and websites, and ask us if you have questions on how to properly cite information and use APA.

Diversity & Inclusive Statement: One of Student Affairs and Higher Education’s core values is
inclusion, which is reflected through an appreciation of multiple forms of diversity. The Miami
University Diversity and Inclusion Statement also describes inclusiveness. The text below is
reproduced directly from this statement.

We view diversity holistically, understanding that the definition is constantly evolving. Our
definition of diversity includes but is not limited to race, ethnicity, color, nationality, sex, sexual
orientation, gender identity and expression, class, religion, disability, age, military status, visa
status, economic status, geographic location, and language/linguistic ability. Diverse and well-
reasoned ideas, approaches, and experiences are also essential parts of inclusion and equity.
Together, we will work toward creating a learning environment welcoming to diverse identities
and perspectives.

Accommodating Students with Disabilities: I very much want students of all abilities to thrive
in this course. If you need an accommodation in order to fulfill the requirements of the course,
you are encouraged to contact Student Disability Services at 529-1541 (V/TTY). Disabilities
may be visible or invisible, such as physical disabilities, learning disabilities, and psychological
disabilities. I hope you will feel comfortable disclosing this information and discussing your
accommodation(s) with me. Accommodations are not a burden. It is your right to be successful
in this course, and my goal is to destigmatize disability.

Religious Observances: I will be happy to work with you if class meetings or assignments
conflict with your religious practices. Please let us know of any anticipated conflicts early in the
semester.

We recognize that Sept 18th-20th is Rosh Hashanah - the Jewish New Year. If any of the
presenters celebrate, their work will be due on Monday, September 21st rather than Sunday,
September 20th.

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REQUIRED READING

Channing Brown, Austin. (2018). I’m Still Here: Black Dignity In A World Made For
Whiteness. Convergent Books.

DiAngelo, Robin. (2018). White Fragility: Why It’s So Hard For White People to Talk About
Racism. Beacon Press.

Kendi, Ibram X. (2019). How To Be An Antiracist. One World.

Other assigned readings will be linked on Canvas.

We invite you to purchase your course books from Black owned bookstores, if possible:
Smith & Hannon Bookstore
1405 Vine St, Cincinnati, OH 45202
https://www.smithandhannonbookstore.com

List of other Black-owned bookstores that you can order from online:
https://lithub.com/you-can-order-today-from-these-black-owned-independent-bookstores/

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GRADING
 Weekly Whiteness Journals 15%

What’s In The News Facilitation 15%

Autobiography of Racial Identity 25%

Institutional Whiteness Presentation 20%

Antiracism Commitment 25%

I use the University Grading Scale to determine final grades.

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GRADING CRITERIA

Below are general guidelines I use when assigning grades.

A = work of excellent quality that demonstrates an excellent understanding of course material;

evidence of genuine and deep reflection about your racial identity development; excellent writing
style

B = work of good quality that demonstrates a good understanding of your understanding of

course material; evidence of a fair amount of reflection about your racial identity development
but still room for more depth; writing style that is generally good but includes some mistakes
and/or some places where writing needs improvement

C = minimally adequate completion of the assignment demonstrating a limited understanding of

the course material; evidence of minimally adequate reflection about your racial identity
development; minimally adequate writing style

D = less than minimally adequate completion of the assignment demonstrating little

understanding of the course material; evidence of less than minimally adequate reflection about
your racial identity development; less than minimally adequate writing style

F = failure to complete an assignment or completion of assignment that does not rise to any of
the levels of performance expectations

I do not give Incompletes other than in exceptional cases, such as personal/family health
emergencies.

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ASSIGNMENTS
Please submit all written assignments electronically using the “Assignments” feature on Canvas.
Save all uploaded files in the following manner: last name - assignment (e.g., abes –
autobiography). Assignments are due by 9:00 a.m. on the date due unless otherwise noted.

Weekly Whiteness Journals

The Weekly Whiteness Journal is an opportunity to train yourself to see the impact of race, and
in particular, how whiteness influences the world around you. The journal should reflect on your
observations and understanding of whiteness in your thoughts, actions, environment and your life
generally. Each journal should be approximately one page double-spaced, but length should not
limit the depth of your reflections.

For the Weekly Whiteness Journal assignment, you should create a Google document using the
same title (e.g., abes - whiteness journal) to share with both Elisa and Grace. You will use the
same document for all of your journals. The journal should be submitted no later than 9:00 a.m.
the Monday before class. If you finish the journal before 9:00 a.m. on Monday morning and
would like to submit the journal, please reshare the document with both Elisa and Grace.

What’s In The News Facilitation

Students will sign up in pairs to co-facilitate a “What’s In The News” Facilitation that highlights
a current event and its connection to race. The current event highlighted does not need to tie
explicitly to race, but the discussions should be guided by an understanding that no policy, event,
news coverage is race neutral. Facilitators should highlight the news and guide the class through
a critical discussion that interrogates the presence and impact of race in both the news itself and
the way that the news is portrayed.

Facilitators are also encouraged to supplement the news with relevant additional information that
adds context and depth to the material. In addition to primary sources for news, facilitators
should actively seek out a diverse range of perspectives on the topic through various platforms,
such as social media, particularly by Black, Indigneous, and People of Color.

News articles, videos, and other media must be sent out to the entire class by Sunday at 12:00
p.m. the week of the presentation to give the class time to review the materials. The facilitation
should be approximately 20 - 25 minutes long and should include a short presentation of context
for the topic and then a guided class discussion.

September 15th ______________________________ _____________________________

September 22nd ______________________________ _____________________________

September 29th ______________________________ _____________________________

October 6th ___________________ ___________________ ___________________

 Autobiography of Racial Identity (Interview and Paper)
Due September 8th

The Autobiography of Racial Identity is a reflective assignment designed to allow for deeper
reflection of the way race has impacted one's life and development. As the first part of this
assignment, students must interview at least one person in their lives who might have insight on
how race has shaped their lives, such as a close friend or family member. Some questions may
include, but are not limited to:

● What is your perception of the way race has shaped my life?

● How has race influenced our relationship?
● What decisions do you believe have been impacted or influenced by my race?

After the interview(s), students will write a 5 page reflective narrative that includes their own
insights about how race has shaped their lives and incorporate the insights gathered from the
interview(s) conducted. If interviewees do not see or acknowledge an impact, students should
unpack and reflect on those comments throughout their reflective narrative. Some questions to
address in the narrative include:

● When were you first aware of your racial identity? What were the circumstances and how
did you feel? What, if anything, were you told, taught or shown about “your” race?
● When did you become aware of other races? What were the circumstances? What, if
anything, were you told, taught or shown about that other racial group?
● How were your environments (such as home, neighborhoods, school, etc.) and
relationships (family, friends, teachers, etc.) influenced by race?
● How has your understanding of your racial identity involved in recent years? What
experiences have propelled your understanding of race forward?

Institutional Whiteness Presentation

Due September 22nd

For this assignment, you will critically examine the presence of institutional whiteness in higher
education in two parts. First, you will examine the way whiteness manifests across the
university. To do so, please find 5 aspects of the university to highlight and explain its
connection to institutional whiteness. You may choose to capture physical representations on
campus, examine policies and procedures, or explore university social media and webpages. that
may not be fully captured in a photograph. All 5 unique aspects of this assignment should be
accompanied by an explanation that describes the reason that you choose the photo or
policy/procedure and its connection to course material. Photographs must include an Image
Description. Each presenter will share their findings with the class in a presentation between 5-
10 minutes.
 Antiracism Commitment
Due October 13th

As we come to the end of this course, we recognize that anti-racism work is a lifelong
commitment and extends far beyond this course. This assignment is to vocalize each individual’s
anti-racism commitment.

As you create your commitment, please reflect on Rachel Cargle’s quote, “Anti-racism work is
NOT a self improvement space for white people. If protecting bodies and empowering Black
Lives aren’t at the center of your work then you are not here for Black people - you’re simply
going through the motions to make your white self feel better.” Although anti-racist
commitments can include education for oneself and others, the commitment should address
action that decenters whiteness and empowers Black, Indigneous, and People of Color in
meaningful ways. Some questions to consider when writing this paper:

● How will you continue to educate yourself on these topics? (This section should be brief
though because this could easily become the full assignments)
● How will you address the presence of some concepts that we discussed (white fragility,
white solidarity, etc) and move forward effectively?
● How will you support and empower BIPOC in your personal and professional life?
● How will you engage in structural policy changes aimed towards dismantling systems of
oppression?

For this assignment, you are able to engage in a traditional assignment in the form of a paper or
presentation or a creative option. Creative options should incorporate into your portrayal forms
of expression such as poetry, music, visual arts, fiction, pictures, creative writing, and/or media
clips. Your creativity should deepen, not detract from, your reflection. You must include as part
of your assignment a 2-3 page analysis of how what you have creatively depicted.

Assignments will be shared during class to serve as both individual and group accountability.
Assignments should be equivalent to a 5 page written assignment.
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COURSE OUTLINE

UNIT ONE: COURSE INTRODUCTION

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Week 1 - August 25th

Assignment Due: None

Readings:
(1) Syllabus
(2) BlackPast, B. (2012, August 12) (1981) Audre Lorde, “The Uses of Anger: Women
Responding to Racism”. Retrieved from https://www.blackpast.org/african-american-
 history/speeches-african-american-history/1981-audre-lorde-uses-anger-women-
responding-racism/.

UNIT TWO: WHITE IDENTITY DEVELOPMENT

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Week 2 - September 1st

Assignment Due: Weekly Whiteness Journal

Readings:
(1) DiAngelo, Robin. (2018). White Fragility: Why It’s So Hard For White People to Talk
About Racism. Beacon Press.White Fragility [pp. 1-88].
(2) Handout on White Racial Identity Development

Week 3 - September 8th

Assignment Due: Weekly Whiteness Journal & Autobiography of Racial Identity

Readings:
(1) DiAngelo, Robin. (2018). White Fragility: Why It’s So Hard For White People to Talk
About Racism. Beacon Press. [pp. 89 - 154].

Week 4 - September 15th

Assignment Due: Weekly Whiteness Journal & What’s in the News Group #1

Readings:
(1) Channing Brown, Austin. (2018). I’m Still Here: Black Dignity In A World Made For
Whiteness. Convergent Books. [pp. 1 - 182].

UNIT THREE: WHITE INSTITUTIONAL PRESENCE IN HIGHER EDUCATION

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Week 5 - September 22nd

Assignment Due: What’s in the News Group #2 & Institutional Whiteness Presentation

Readings:
(1) Dancy, Edwards, & Davis (2018). Historically White Universities and Plantation Politics:
Anti-Blackness and Higher Education in the Black Lives Matter Era, Urban Education,
53 (2), 176-195. https://doi.org/10.1177/0042085918754328.
(2) Gusa, Diane Lynn. (2010). White Institutional Presence: The Impact of Whiteness on
Campus Climate. Harvard Educational Review: December 2010, Vol. 80, No. 4, pp. 464-
490. https://doi.org/10.17763/haer.80.4.p5j483825u110002.
 (3) Masta, S. (2019). Challenging the Relationship between Settler Colonial Ideologies and
Higher Education Spaces, Berkeley Review of Education, 8 (2), pp. 180-194.
https://doi.org/10.5070/B80037547.
(4) Wilder, Craig Steven (2013). Ebony and Ivy. Ebony & Ivy: Race, Slavery, and the
Troubled History of America’s Universities. (pp. 113 - 148). Bloomsbury Press.

UNIT FOUR: CONCEPTUALIZING ANTI-RACISM AS A PRACTICE

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Week 6 - September 29th

Assignment Due: Weekly Whiteness Journal & What’s in the News Group #3

Readings:
(1) Kendi, Ibram X. (2019). How To Be An Antiracist. One World. [pp. 3 - 91].

Week 7 - October 6th

Assignment Due: Weekly Whiteness Journal & What’s in the News Group #4

Readings:
(1) Kendi, Ibram X. (2019). How To Be An Antiracist. One World. [pp. 92 - 200].

Week 8 - October 13th

Assignment Due: Antiracism Commitment

Readings:
(1) Kendi, Ibram X. (2019). How To Be An Antiracist. One World. [pp. 201 - 238].
(2) TBD