Long before the mainstream success of the 2018 book White Fragility: Why It’s So Hard For White People To Talk About Racism, Robin DiAngelo was breaking with white solidarity and writing, speaking, and teaching on the relationship among white supremacy, structural racism, and white identity. In this volume, DiAngelo has gathered a selection of her groundbreaking works leading up to White Fragility. Consistently speaking as a white person to her fellow white people, she seamlessly blends the personal with the political. The result is an engaging and provocative analysis of the sociopolitical forces of race that shape our lives. Taking up familiar ideologies such as individualism and meritocracy, she breaks down how these concepts function to protect and obscure structural racism. Collectively, these essays show how racism infuses our society and its institutions; it is a system that goes well beyond individual intentions or conscious acts of meanness. By changing the question from if we are part of systemic racism to how each of us play a part, DiAngelo’s body of work provides a transformative framework for white identity and antiracist action. Featured Essays: Chapter 1: My Class Didn’t Trump my Race: Using Oppression to Face Privilege Chapter 2: Why Can’t We All Just Be Individuals? Chapter 3: My Feelings Are Not About You: Personal Experience as a Move of Whiteness (with David Allen) Chapter 4: Getting Slammed: White Depictions of Race Dialogues as Arenas of Violence (with Özlem Sensoy) Chapter 5: Nothing to Add: A Challenge to White Silence in Racial Discussions Chapter 6: White Fragility Chapter 7: White Fragility Accessible Chapter 8: “We Put It in Terms of “Not-Nice”: White Antiracists and Parenting (with Sarah Matlock) Chapter 9: Respect Differences? Challenging the Common Guidelines in Social Justice Education Chapter 10: Leaning In: A Student’s Guide to Engaging Constructively With Social Justice Content (with Özlem Sensoy) Chapter 11: Showing What We Tell (with Darlene Flynn) Chapter 12: “We Are All For Diversity, But…”: How Faculty Hiring Committees Reproduce Whiteness and Practical Suggestions for How They Can Change (with Özlem Sensoy)

The invisibility of whiteness -- Scientific endeavors to study race : race is not rooted in biology -- Race and the social construction of whiteness -- Ways of seeing power and privilege -- Socioeconomic class and white privilege -- (Not) Teaching race -- (White) Workplaces -- The race of public policy -- Looking forward.

In Whiteness Interrupted Marcus Bell presents a revealing portrait of white teachers in majority-black schools in which he examines the limitations of understandings of how white racial identity is formed. Through in-depth interviews with dozens of white teachers from a racially segregated, urban school district in Upstate New York, Bell outlines how whiteness is constructed based on localized interactions and takes a different form in predominantly black spaces. He finds that in response to racial stress in a difficult teaching environment, white teachers conceptualized whiteness as a stigmatized category predicated on white victimization. When discussing race outside majority-black spaces, Bell's subjects characterized American society as postracial, in which race seldom affects outcomes. Conversely, in discussing their experiences within predominantly black spaces, they rejected the idea of white privilege, often angrily, and instead focused on what they saw as the racial privilege of blackness. Throughout, Bell underscores the significance of white victimization narratives in black spaces and their repercussions as the United States becomes a majority-minority society.

White on White/Black on Black is a unique contribution to the philosophy of race. The book explores how fourteen philosophers, seven white and seven black, philosophically understand the dynamics of the process of racialization. Combined, the contributions demonstrate different and similar conceptual trajectories of raced identities that emerge from within and across the racial divide. Each of the fourteen philosophers, who share a textual space of exploration, name blackness/whiteness, revealing significant political, cultural, and existential aspects of what it means to be black/white. Through the power of naming and theorizing whiteness and blackness, White on White/Black on Black dares to bring clarity and complexity to our understanding of race identity.

With an emphasis on examining Flannery O'Connor's literary reputation during her lifetime, and the growth of that reputation after her death, this collection brings together fifty years of critical reactions to her work.

Based on a two-year critical ethnography, Performing Purity: Whiteness, Pedagogy, and the Reconstitution of Power demonstrates the potential of a performative conceptualization of whiteness - a way of seeing whiteness in production, in the process of reiteration. This book builds on prior studies by searching for the repetitions of whiteness in our daily communication. The move to the performative is an explicit detailing of whiteness in and through the repetitious acts that work to reconstitute whiteness as a communicative ideal. Performing Purity creates a critical space of dialogue, shifting the conversation to how we make race, as a construct, matter.