Abstract
Educators across the nation are engaged in well-meaning efforts to address diversity in schools given the current context of NCLB, Race to the Top, and the associated pressures of standardization and accountability. Through rich ethnographic accounts of teachers in two demographically different secondary schools in the same urban district, this book investigates how whiteness operates in ways that thwart (and sometimes co-opt) even the best intentions and common sense—thus resulting in educational policies and practices that reinforce the status quo and protect whiteness rather than working towards greater equity. Whereas most discussions of the education of diverse students focus on the students and families themselves, the emphasis in this book is on structural and ideological mechanisms of whiteness. Whiteness maintains dominance and inequity by perpetuating and legitimating the status quo while simultaneously maintaining a veneer of neutrality, equality, and compassion. Framed by Critical Race Theory and Whiteness Studies, this book employs concepts like interest convergence, a critique of liberalism, and the possessive investment in whiteness to better understand diversity-related educational policy and practice. Although in theory most diversity-related educational policies and practices promise to bring about greater equity, too often in practice they actually maintain, legitimate, and thus perpetuate whiteness. This book not only sheds light on this disconnect between the promises and practices of diversity-related initiatives, but also provides some understanding of why the disconnect persists.
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