This research explores clusters of meanings, understandings, and shared
reference points that people with white skinned privilege may share. The literature
often refers to these as "White culture". Interviews with nine English-speaking
diversity educators of European ancestry provide the primary data. W e discussed
their perceptions of the social constructions of whiteness and privilege, the
consequences of selective privileging, how is this maintained and the problems
involved in addressing systemic inequality. I bring the salient points from these
discussions together with the literature to offer a comprehensive, grounded portrayal
of situated conceptions of "White culture", privilege and dominant culture.
I employed qualitative methods of open-ended, in-depth interviewing, which
incorporate feminist research methodology (research a s praxis, research as
empowerment) and critical perspectives (critical ethnography, grounded theory,
interpretative analysis). This approach is consistent with my values of being
inclusive, gaining insight into the perspectives of others and creating a mutually
enriching, collaborative process of inquiry.
The significance of this investigation lies in raising awareness about
interactions among factors within whiteness, privilege, dominance and oppression;
enhancing educators' abilities to recognise other contributing factors; identifying
why/ how the system is maintained, recognising its consequences and considering
how to alter this condition in society. Multicultural education in Canada has generally
focused on Others, and can be enhanced through fostering a dialogue among the
relatively privileged as well as between dominant and oppressed peoples living
within a society of cultural/ racial privilege.
The product of this research includes concrete representations summarising
various aspects of privilege and dominant culture. Through charts, tables and figures
I make privilege more visible and dominant culture more tangible. To portray the
complex dynamic among aspects of the dominant culture, which shapes these into a
multitude of different configurations, I employ the metaphor, constellations of
privilege. Essentially, I offer a possible model for understanding the elements and
interrelationships that comprise and maintain a system of selective privileging, which
underlies dominance and oppression within society. I conclude this study with a
discussion of transformative learning theory and how we may use it to incorporate
the insights uncovered through this research into educational practice. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/9750 |
| Date | 11 1900 |
| Creators | MacNiel, Deborah |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 14868258 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
Page generated in 0.002 seconds