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Divesting White Racial Consciousness...

Michigan State University., Rhetoric and Writing - Doctor of Philosophy.

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Divesting White Racial Consciousness: A Rhetoric of Coalitional White Racial Un/Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Divesting White Racial Consciousness: A Rhetoric of Coalitional White Racial Un/Learning./
Author:	Sanders, Nicholas W.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	187 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Technical communication. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30528274
ISBN:	9798380130585

Divesting White Racial Consciousness: A Rhetoric of Coalitional White Racial Un/Learning.
Sanders, Nicholas W.

Divesting White Racial Consciousness: A Rhetoric of Coalitional White Racial Un/Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 187 p.

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ph.D.)--Michigan State University, 2023.

This item must not be sold to any third party vendors.

Divesting White Racial Consciousness: A Rhetoric of Coalitional White Racial Un/learning interrogates the literate and rhetorical dimensions of how white people with actionable commitments to racial justice disrupt white worldviews and practices to coalitionally advance antiracist futures. I use the term "un/learning" (punctuated with a forward slash to emphasize its dialogic and iterative nature) as a rhetorical and coalitional framework to describe how white people with actionable commitments to racial justice interrogate, deconstruct, and dismantle their socialization into white worldviews, policies, and practices.Informed by anti-racist feminist, queer, and multimodal methodologies, I forward a pedagogical and administrative method to trace un/learning through key tenants of reflective, coalitional action, narrative reconstruction, and structural criticality. I designed what I coin a critical of whiteness multimodal methodology that offers a structured pedagogical experience for research partners to recover moments of un/learning and set goals for responsive coalitional action. I collected data through a three-phased process consisting of (1) artifact-based interviews, where research partners selected three material objects to story moments and reflections of their own un/learning, (2) multimodal artifact reconstructions, where partners create a multimodal artifact to reconstruct a key moment in their un/learning, and (3) and reflective interviews, where partners reflected on the meaning of their experiences of un/learning through an analysis of their multimodal artifact to articulate commitments for future coalitional action.Findings illustrate (1) how research partners un/learn whiteness through literate acts that shift to embrace pluralistic consciousnesses, such as listening to decenter, interruption in spheres of influence, and reflective, coalitional action and (2) partners sought out concrete and abstract apprentices to develop, and eventually problematize, heuristics for white racial un/learning that often moved from simplicity to complexity in their emerging orientations to antiracist knowledge and action.I offer implications for administrative work that specifically onboards white people toward pluralistic worldviews and practices through an emphasis on complicating apprenticeship models and enacting literate and rhetorical practice. This study offers a framework to approach antiracist pedagogy, teacher development, and community engagement that centers criticality and invites students, faculty, and community members to develop critical habits to transform their practice. Such an analysis into un/learning can inform antiracist infrastructure- and capacity- building across higher education, and more specifically, in rhetoric and composition, that explicitly positions white people to develop un/learning infrastructures for divesting whiteness toward institutional transformation.

ISBN: 9798380130585Subjects--Topical Terms:

3172863
Technical communication.
Subjects--Index Terms:

Rhetorical dimensions

Divesting White Racial Consciousness: A Rhetoric of Coalitional White Racial Un/Learning.
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260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 187 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
500 $a Includes supplementary digital materials.
500 $a Advisor: Hart-Davidson, Bill.
502 $a Thesis (Ph.D.)--Michigan State University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a Divesting White Racial Consciousness: A Rhetoric of Coalitional White Racial Un/learning interrogates the literate and rhetorical dimensions of how white people with actionable commitments to racial justice disrupt white worldviews and practices to coalitionally advance antiracist futures. I use the term "un/learning" (punctuated with a forward slash to emphasize its dialogic and iterative nature) as a rhetorical and coalitional framework to describe how white people with actionable commitments to racial justice interrogate, deconstruct, and dismantle their socialization into white worldviews, policies, and practices.Informed by anti-racist feminist, queer, and multimodal methodologies, I forward a pedagogical and administrative method to trace un/learning through key tenants of reflective, coalitional action, narrative reconstruction, and structural criticality. I designed what I coin a critical of whiteness multimodal methodology that offers a structured pedagogical experience for research partners to recover moments of un/learning and set goals for responsive coalitional action. I collected data through a three-phased process consisting of (1) artifact-based interviews, where research partners selected three material objects to story moments and reflections of their own un/learning, (2) multimodal artifact reconstructions, where partners create a multimodal artifact to reconstruct a key moment in their un/learning, and (3) and reflective interviews, where partners reflected on the meaning of their experiences of un/learning through an analysis of their multimodal artifact to articulate commitments for future coalitional action.Findings illustrate (1) how research partners un/learn whiteness through literate acts that shift to embrace pluralistic consciousnesses, such as listening to decenter, interruption in spheres of influence, and reflective, coalitional action and (2) partners sought out concrete and abstract apprentices to develop, and eventually problematize, heuristics for white racial un/learning that often moved from simplicity to complexity in their emerging orientations to antiracist knowledge and action.I offer implications for administrative work that specifically onboards white people toward pluralistic worldviews and practices through an emphasis on complicating apprenticeship models and enacting literate and rhetorical practice. This study offers a framework to approach antiracist pedagogy, teacher development, and community engagement that centers criticality and invites students, faculty, and community members to develop critical habits to transform their practice. Such an analysis into un/learning can inform antiracist infrastructure- and capacity- building across higher education, and more specifically, in rhetoric and composition, that explicitly positions white people to develop un/learning infrastructures for divesting whiteness toward institutional transformation.
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650 4 $a Rhetoric. $3 516647
650 4 $a Pedagogy. $3 2122828
650 4 $a Educational sociology. $3 519608
653 $a Rhetorical dimensions
653 $a Anti-racist feminist
653 $a Coalitional action
653 $a Pedagogical experience
653 $a Teacher development
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710 2 $a Michigan State University. $b Rhetoric and Writing - Doctor of Philosophy. $3 2092501
773 0 $t Dissertations Abstracts International $g 85-02A.
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791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30528274