W.A.A.C.K. C.S.P.: the tensions and overlaps between Whiteness and culturally sustaining pedagogies

Abstract

This article takes up the questions: How does Whiteness affect conceptions of Culturally Sustaining Pedagogies (CSP)? Specifically, when it comes to Whiteness, is there a culture worth sustaining? To begin this examination, we first outline what CSP and Whiteness are. Second, we review the literature within Critical Whiteness Studies (CWS) that takes up pedagogical questions. Third, we theorize the tensions and places of overlap across CSP and CWS—specifically that when it comes to Whiteness there is not a culture worth sustaining, but there is space for White people within CSP as long as they take account of Whiteness. Fourth, we propose a framework for merging CSP and CWS, W.A.A.C.K. C.S.P. (White folks Applying Anti-Racist Cultural Knowledge for Culturally Sustaining Pedagogies). We conclude with implications of this framework for future educational research and practical implications for White teachers and White students.

Keywords:

• Whiteness
• culturally sustaining pedagogies
• race
• racism
• education

Authors’ note

This article was written in a collaborative and democratic way where each author contributed equally. Therefore, the authors are ordered alphabetically, but this does not reflect anything about each individual’s contribution. An earlier version was presented at the 2019 meeting Toward a Comparative Perspective of Culturally Sustaining Pedagogies: A Symposium for Dialogue and Collaboration.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The term “color-blind” has been critiqued for being ableist. We are very sensitive to this issue, and we only use it here to reflect the authors’ terminology usage.

2 We have not been able to find proper attribution for this quotation in four years of looking.

Additional information

Notes on contributors

Nolan L. Cabrera

Nolan L. Cabrera, PhD, is a Professor in Educational Policy Studies & Practice where he studies Whiteness in higher education and the efficacy of Ethnic Studies.

R. Jamaal Downey

R. Jamaal Downey, PhD, is a postdoctoral fellow in the Engineering Education Department. He studies he ways that humanizing and culturally sustaining pedagogies can help promote and foster racial literacy in predominantly white institutions.

Tonia F. Guida

Tonia F. Guida, PhD, is a faculty member in the College of Natural Sciences for the Diversity, Equity, and Inclusion Concentration. Her research focuses on theorizing whiteness in higher education and developing more racially and socially just campus environments.

Laura Lee Smith

Laura Lee Smith, MA, is a second year doctoral student at the University of Michigan-Ann Arbor. Her work focuses on the intersection of higher education and social justice, and she is currently part of a research team studying the effects of COVID-19 on graduate students.