Chapter 1: Introduction – The White Complicity Claim Chapter 2: White Ignorance and Denials of Complicity: Linking "Benefiting From" to "Contributing To" Chapter 3: The Subject of White Complicity Chapter 4: The Epistemology of Complicity: The Discourse of Not Knowing and Refusing to Know Chapter 5: Moral Responsibility and Complicity in Philosophical Scholarship Chapter 6: Rearticulating White Moral Responsibility 7 Chapter 7: White Complicity Pedagogy
Barbara Applebaum is associate professor of cultural foundations of education at Syracuse University.
By rigorously mapping the intricacies of white complicity vis-à-vis
systemic racism, inspired by robust social justice concerns, and
using white complicity pedagogy as her point of methodological
embarkation, Barbara Applebaum, in Being White, Being Good, has
profoundly troubled the waters of whiteness studies, identified its
intrinsic limits, and forced a deeper and more honest
self-reflexive posture on the part of its white practitioners to be
cognizant (even as this is always already limited) of white moral
self-glorification, white 'good intentions' and white
self-cognitive sophistication—all forms of distancing strategies.
Applebaum does all of this while simultaneously not shying away
from offering a form of ethical responsibility that is fueled
precisely through the recognition of the social ontology and
ineluctability of racist complicity. This is racial theory and
critical pedagogy born of fearless speech and fearless
listening.
*George Yancy, professor of philosophy, Emory University*
Applebaum has put together an impressive array of theoretical
resources in this meticulously argued account of white complicity
and its attendant pedagogical challenges. She intricately weaves
together her analysis of poststructural subjectivity and agency
with philosophical discussions of complicity to articulate a new
form of moral responsibility no longer reliant on blame but
robustly concerned with responsibility.
*Cris Mayo, University of Illinois at Urbana-Champaign*
Applebaum’s argument is ultimately a cautionary one, providing no
doubt an important corrective to white social justice advocates who
think they can somehow bracket or, even worse, move beyond their
privilege. Applebaum makes this point extremely well. She also
details a very thoughtful model for responsibility under complicity
that offers some important broad guidelines for how we ought to
think differently about our privilege, and about how we ought to
teach about diversity issues.
*Journal of Philosophy of Education*
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