40 found
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  1. Comforting Discomfort as Complicity: White Fragility and the Pursuit of Invulnerability.Barbara Applebaum - 2017 - Hypatia 32 (4):862-875.
    In this article, I trouble the pedagogical practice of comforting discomfort in the social-justice classroom. Is it possible to support white students, for instance, and not comfort them? Is it possible to support white students without recentering the emotional crisis of white students, without disregarding the needs and interests of students of color, and without reproducing the violence that students of color endure? First I address the dangers of comforting discomfort and discuss Robin DiAngelo's notion of white fragility, which has (...)
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  2.  26
    The Non-Performativity of White Virtue-Signaling.Barbara Applebaum - 2021 - Philosophy of Education 77 (3):42.
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  3.  75
    Being White, Being Good: White Complicity, White Moral Responsibility, and Social Justice Pedagogy.Barbara Applebaum - 2010 - Lexington Books.
    The book highlights how well-intentioned white people who might even consider themselves as paragons of antiracism might be unwittingly sustaining an unjust system that they say they want to dismantle.
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  4.  9
    Being White, Being Good: White Complicity, White Moral Responsibility, and Social Justice Pedagogy.Barbara Applebaum - 2010 - Lexington Books.
    Being White, Being Good focuses on white complicity and white complicity pedagogy. It examines the shifts in our conceptualization of the subject, language and moral responsibility that are required for understanding white complicity and draws out implications for social justice pedagogy.
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  5.  11
    The Call for Intellectual Diversity on Campuses and the Problem of Willful Ignorance.Barbara Applebaum - 2020 - Educational Theory 70 (4):445-461.
  6.  16
    When Incivility Is a Form of Civility: Challenging the Comfort of Willful Ignorance.Barbara Applebaum - 2020 - Educational Theory 70 (6):717-730.
  7.  32
    Vigilance as a Response to White Complicity.Barbara Applebaum - 2013 - Educational Theory 63 (1):17-34.
    Calls for vigilance have been a recurrent theme in social justice education. Scholars making this call note that vigilance involves a continuous attentiveness, that it presumes some type of criticality, and that it is transformative. In this essay Barbara Applebaum expands upon some of these attributes and calls attention to three particular features of vigilance that, while they may be alluded to in the aforementioned discussions, are rarely made explicit. These three features are critique, staying in the anxiety of critique, (...)
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  8.  33
    Willful Hermeneutical Ignorance and the “Critical Race Theory” Controversy.Barbara Applebaum - 2023 - Educational Theory 72 (6):689-702.
    In this article, Barbara Applebaum examines “the inability to disagree claim” as it arises in objections made by those who want to ban “critical race theory” from being taught in schools and universities. Employing insights from the recent scholarship around willful hermeneutical ignorance, she discerns the important role that marginalized conceptual resources play in conditions of just and constructive dialogue. When such resources are misinterpreted and denied uptake, the resulting harm impedes the epistemic agency of marginally situated knowers. Applebaum claims (...)
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  9.  83
    Remediating Campus Climate: Implicit Bias Training is Not Enough.Barbara Applebaum - 2018 - Studies in Philosophy and Education 38 (2):129-141.
    A common remedial response to a culture of racism, sexism, homophobia and other forms of oppression on college campuses has been to institute mandatory implicit bias training for faculty, staff and students. A critical component of such training is the identification of unconscious prejudices in the minds of individuals that impact behavior. In this paper, I critically examine the rush to rely on implicit bias training as a panacea for institutional culture change. Implicit bias training and the notion of implicit (...)
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  10.  1
    Needing Not to Know: Ignorance, Innocence, Denials, and Discourse.Barbara Applebaum - 2015 - Philosophy of Education 71:448-456.
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  11.  4
    Pedagogical Uptake: Credibility, Intelligibility, and Agency.Barbara Applebaum - forthcoming - Studies in Philosophy and Education:1-16.
    This essay begins with the story of Vincent Lloyd who recounts a disturbing experience he had while teaching a course to a group of students of color. What does pedagogical uptake under conditions of systemic oppression require of educators? In the first section, I explore philosopher Nancy Potter’s (Nancy Potter. “Giving Uptake”. _Social Theory and Practice_ 26/3 (2000) 479–508; Nancy Potter. _The Virtue of Defiance and Psychiatric Engagement_ (Oxford: Oxford University Press, 2016)) work on uptake, whose focus on the mental (...)
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  12.  39
    “Listening Silence” and Its Discursive Effects.Barbara Applebaum - 2016 - Educational Theory 66 (3):389-404.
    While researchers have studied how white silence protects white innocence and white ignorance, in this essay Barbara Applebaum explores a form of white silence that she refers to as “listening silence” in which silence protects white innocence but does not necessarily promote resistance to learning. White listening silence can appear to be a constructive pedagogical tool for teaching white students about their implication in the perpetuation of racism. The truth of white students' listening may make it seem as if silence (...)
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  13.  3
    The Importance of Understanding Discourse in Social Justice Education: The Truth and Nothing But the Truth?Barbara Applebaum - 2016 - Philosophy of Education 72:1-14.
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  14.  7
    Engaging Student Disengagement: Resistance or Disagreement?Barbara Applebaum - 2007 - Philosophy of Education 63:335-345.
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  15.  28
    Racial Battle Fatigue, Epistemic Exploitation and Willful Ignorance.Barbara Applebaum - 2020 - Philosophy of Education 76 (4):60-77.
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  16.  56
    Teaching Applied Ethics, Critical Theory, and “Having to Brush One’s Teeth”.Barbara Applebaum - 2002 - Teaching Philosophy 25 (1):27-40.
    This paper argues that to study and teach ethics without due attention to feminism and other relevant aspects of critical theory (e.g. race or sexual orientation) is to be ethically handicapped. In arguing for this point, the author explains the key components of critical theory, how critical theory augments critical thinking insofar as the former points out certain limitations of exclusive abstract analysis, and how a consideration of critical theory can aid teachers to achieve their learning objectives. In illustrating these (...)
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  17.  8
    White Privilege/White Complicity: Connecting “Benefiting From” to “Contributing To”.Barbara Applebaum - 2008 - Philosophy of Education 64:292-300.
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  18.  4
    Learning from Anger as an Outlaw Emotion: Moving Beyond the Limits of What One Can Hear.Barbara Applebaum - 2014 - Philosophy of Education 70:132-140.
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  19.  4
    Situated Moral Agency: Why It Matters?Barbara Applebaum - 2002 - Philosophy of Education 58:357-365.
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  20.  74
    White Self-Criticality Beyond Anti-Racism: How Does It Feel to Be a White Problem?Rebecca Aanerud, Barbara Applebaum, Alison Bailey, Steve Garner, Robin James, Crista Lebens, Steve Martinot, Nancy McHugh, Bridget M. Newell, David S. Owen, Alexis Sartwell & Karen Teel - 2014 - Lexington Books.
    George Yancy gathers white scholarship that dwells on the experience of whiteness as a problem without sidestepping the question’s implications for Black people or people of color. This unprecedented reversion of the “Black problem” narrative challenges contemporary rhetoric of a color-evasive world in a critically engaging and persuasive study.
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  21. Truth : the importance of understanding discourse in social justice education, the truth and nothing but the truth?Barbara Applebaum - 2019 - In Derek Ford (ed.), Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements. Brill.
  22.  2
    White Educators Negotiating Complicity: Roadblocks Paved with Good Intentions.Barbara Applebaum - 2021 - Lexington Books.
    What does it mean to be a white educator teaching about and against whiteness to a racially diverse group of students while simultaneously acknowledging one’s white complicity? This books gleans insight from philosophical scholarship that can help respond to the challenges that white complicity creates for pedagogy.
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  23.  80
    The Center Must Not Hold: White Women Philosophers on the Whiteness of Philosophy.George Yancy, Barbara Applebaum, Susan E. Babbitt, Alison Bailey, Berit Brogaard, Lisa Heldke, Sarah Hoagland, Cynthia Kaufman, Crista Lebens, Cris Mayo, Alexis Shotwell, Shannon Sullivan, Lisa Tessman & Audrey Thompson - 2010 - Lexington Books.
    In this collection, white women philosophers engage boldly in critical acts of exploring ways of naming and disrupting whiteness in terms of how it has defined the conceptual field of philosophy. Focuses on the whiteness of the epistemic and value-laden norms within philosophy itself, the text dares to identify the proverbial elephant in the room known as white supremacy and how that supremacy functions as the measure of reason, knowledge, and philosophical intelligibility.
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  24.  7
    Listen! Micro-aggressions, Epistemic Injustice and Whose Minds are Being Coddled?Barbara Applebaum - 2018 - Philosophy of Education 74:190-202.
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  25.  33
    Turning the Gaze on Whiteness: Opacity, dispossession and the call to tarry. [REVIEW]Barbara Applebaum - 2015 - Educational Philosophy and Theory 47 (1):13-16.
  26.  2
    Critique of Critique: On Suspending Judgment and Making Judgment.Barbara Applebaum - 2011 - Philosophy of Education 67:55-64.
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  27.  2
    Stay! Refusing Forms of Evasion.Barbara Applebaum - 2012 - Philosophy of Education 68:55-59.
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  28.  2
    Vigilant Uncertainty, Discomfort, and White Complicity: Who Are Your Students?Barbara Applebaum - 2004 - Philosophy of Education 60:317-320.
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  29.  2
    When Projects of Critique Are Complicit with the Object of Their Critique: Enabling Whose Education?Barbara Applebaum - 2010 - Philosophy of Education 66:323-332.
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  30. by Maria del Pilar Zeledén and Maria Rosa Buxarrais) rflvlfiwfid by.Robin Barrow, Barbara Applebaum, Bruce Maxwell & Roland Reicltenbach - 2005 - Journal of Moral Education 34 (3).
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  31.  8
    Ongoing Challenges for White Educators Teaching White Students About Whiteness.Barbara Applebaum - 2021 - Studies in Philosophy and Education 40 (4):429-441.
    This paper critically examines some of the challenges that white educators who interrogate whiteness with white students encounter. Two specific dilemmas are addressed: Is one supporting white students’ learning when one tries to teach from the place “where the student is” and/or is one colluding with whiteness by appeasing white discomfort and protecting white fragility, one’s students as well as one’s own? Does one interpret what white students say as a query to be responded to or as a white distancing (...)
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  32.  19
    Daring to be Powerful: Remembering Sari Knopp Biklen.Barbara Applebaum - 2015 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 51 (5):420-422.
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  33.  45
    Race ignore‐ance, colortalk, and white complicity: White is…white isn’t1.Barbara Applebaum - 2006 - Educational Theory 56 (3):345-362.
    In this review essay, Barbara Applebaum uses white complicity as a framework for discussing three books: Mica Pollock’s Colormute: Race Talk Dilemmas in an American School, Debra Van Ausdale and Joe R. Feagin’s The First R: How Children Learn Race and Racist, and Virginia Lea and Judy Helfand’s Identifying Race and Transforming Whiteness in the Classroom. She explains the notion of white complicity and discusses some of the deep philosophical questions involving moral responsibility and agency that arise when one acknowledges (...)
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  34.  18
    JME Referees in 1992.Barbara Applebaum, Lyn Brown, Don Cochrane, Mike Cross, Deborah Deemer, Janet Edwards, Ruth Hayhoe, Marilyn Johnson, Patricia King & Romulo Magsino - 1993 - Journal of Moral Education 22 (2):183.
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  35.  15
    Jme referees in 2004.Michael Adeyemi, Wolfgang Althof, Barbara Applebaum, William Arsenio, Nina Barske, Muriel Bebeau, John Beck, Jennifer M. Beller, Roger Bergman & Marvin Berkowitz - 2005 - Journal of Moral Education 34 (2):259-262.
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  36.  2
    False Equivalences, Discomfort, and Crossing the Line of Civility: Who is Afraid of Incivility?Barbara Applebaum - 2019 - Philosophy of Education 75:278-291.
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  37.  13
    JME Referees in 1993.Barbara Applebaum, Andrew Blair, Don Cochrane, Mike Cross, Deborah K. Deemer, John Gibbs, Mark Halstead, Charles Helwig, Marilyn Johnson & Lesley Kendall - 1994 - Journal of Moral Education 23 (2):225.
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  38.  2
    Rigorous Standards, At What Price? Or What Will Students Learn When No One is Looking?Barbara Applebaum - 2001 - Paideusis: Journal of the Canadian Philosophy of Education Society 14 (1):15-29.
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  39.  33
    JME referees in 2003.Rebecca Glover, Barbara Applebaum, William F. Arsenio, Joan Goodman, John Gibbs, James Arthur, Dan Hart, Hae-Jeong Baek, Roger Bergman & Richard Hayes - 2004 - Journal of Moral Education 33 (2):231-232.
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  40.  1
    Bridging Divides or Deepening Them? Dialogue under Conditions of Social Justice.Barbara Applebaum - 2017 - Philosophy of Education 73:617-622.
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