This book series seeks to engage a broad and cross-disciplinary range of students, scholars, activists, and others in a critical multicultural dialogue on the complex intersections of power, privilege, identity, and Whiteness. The series aims to link theory and practice to problematize key societal and educational concerns related to Whiteness. The series editors share the view that taking action for transformative change in and through education, in the spirit of what Paulo Freire called
conscientization, is the role of educators who seek to address the needs of
all their students. In focusing on Whiteness, we are concerned with social, economic, and environmental justice, the problematization of race, and the potential for education to be emancipatory in addressing power imbalances.
Some of the questions of interest for this book series include:
How do we engage in critical discussions related to power, privilege, identity, and Whiteness when many multicultural frameworks dissuade us from such work?
How can we connect Whiteness to other intersecting and pivotal forms of being, marginalization, and identity?
How can those categorized as White engage in dialogues and action about Whiteness that can positively contribute to addressing concerns of racialized and marginalized groups?
How can we effectively contextualize and critique hegemony and globalized economic realities so as to be able to discuss race in a constructive and transformative manner?