Narratives and stories of an “anti-racist racist:” making whiteness visible, bridging the gap between the individual and systems of oppression

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Julie Voigt (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Silvia Bettez

Abstract: The central purpose of this research is to make whiteness visible, to help white students’ overcome resistance to and denial of racism, white privilege, and racial inequities in the classroom. This research uses autoethnography, as a methodological approach with an emphasis on an analysis of the interactions between individuals and institutions. This research draws upon the emphasis on institutions from “institutional ethnography.” The methodological approach is framed by letter writing with elements of the “storytelling project model” using personal narratives and composite stories from the classroom. The theoretical framework for this research incorporates various theories, including constructivism theory, standpoint theory, critical theory, critical race theory, and critical Whiteness theory. This research examines my lived experiences and reflections, in the context of institutional social relations with the application of theoretical analysis, which work to deconstruct my whiteness to produce an authentic and rich explanation of white resistance to and denial of racism. This research is about bridging the gap between the individual and structure in order to alter oppressive cycles, seeking to raise awareness and create a space for open dialogue on racism to promote a more socially just society.

Additional Information

Language: English
Date: 2017
Autoethnography, Critical Race Theory, Critical Whiteness Theory, Institutional Ethnography, Storytelling Project Model, White Resistance
Privilege (Social psychology)
Discrimination in education
Racism in education
Critical pedagogy

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