|Other author/creator||Crenshaw, Kimberlé, editor.|
|Other author/creator||Harris, Luke Charles, 1950- editor.|
|Other author/creator||HoSang, Daniel editor.|
|Other author/creator||Lipsitz, George, editor.|
||Preface and acknowledgments: Praying to the disciplinary gods with one eye open / Kimberlé Williams Crenshaw, Luke Harris, Daniel Martinez HoSang, and George Lipsitz -- Introduction / Kimberlé Williams Crenshaw, Luke Harris, Daniel Martinez HoSang, and George Lipsitz -- The sounds of silence : how race neutrality preserves white supremacy / George Lipsitz -- Unmasking colorblindness in the law : lessons from the formation of critical race theory / Kimberlé Williams Crenshaw -- Masking legitimized racism : indigeneity, colorblindness, and the sociology of race / Dwanna L. McKay -- On the transportability, malleability, and longevity of colorblindness : reproducing white supremacy in Brazil and South Africa / Marzia Milazzo -- How colorblindness flourished in the age of Obama / Kimberlé Williams Crenshaw -- The possessive investment in classical music : confronting legacies of white supremacy in U.S. schools and departments of music / Loren Kajikawa -- Powerblind intersectionality : feminist revanchism and inclusion as a one-way street / Barbara Tomlinson -- Colorblind intersectionality / Devon W. Carbado -- Causality, context, and colorblindness : equal educational opportunity and the politics of racist disavowal / Leah N. Gordon -- Affirmative action as equalizing opportunity : challenging the myth of "preferential treatment" / Luke Charles Harris and Uma Narayan -- They (color) blinded me with science : counteracting coloniality of knowledge in hegemonic psychology / Glenn Adams and Phia S. Salter -- Toward a new research agenda? Foucault, whiteness, and indigenous sovereignty / Aileen Moreton-Robinson -- Why black lives matter in the humanities / Felice Blake -- Negotiating privileged students' affective resistances : why a pedagogy of emotional engagement is necessary / Paula Ioanide -- Shifting frames : pedagogical interventions in colorblind teaching practice / Milton Reynolds.
||"Every academic discipline has an origin story complicit with white supremacy. Racial hierarchy and colonialism structured the very foundations of most disciplines' research and teaching paradigms. In the early twentieth century, the academy faced rising opposition and correction, evident in the intervention of scholars including W.E.B. Du Bois, Zora Neale Hurston, Carter G. Woodson, and others, and by the mid-twentieth century, education itself became a center in the struggle for social justice. Insurgency discredited some of the most odious intellectual defenses of white supremacy, but the disciplines and their keepers remained unwilling to interrogate many of the racist foundations of their fields in favor of racial colorblindness. This book challenges scholars and students to see race again. Examining the racial histories and colorblindness in fields as diverse as social psychology, the law, musicology, literary studies, sociology, and gender studies, Seeing Race Again documents the profoundly contradictory role of the academy in constructing, naturalizing, and reproducing racial hierarchy. It shows how colorblindness compromises the capacity of disciplines to effectively respond to the wide set of contemporary political, economic, and social crises marking public life today"--Provided by publisher.
|Bibliography note||Includes bibliographical references and index.|
|Source of description||Description based on online resource, title from digital title page (Ebook Central, viewed on May 1, 2020).|
|Issued in other form||Print version: Seeing race again. Oakland, California : University of California Press,  9780520300972|
|ISBN||9780520972148 (electronic book)|
|ISBN||0520972147 (electronic book)|
|ISBN||(hardcover alkaline paper)|
|Stock number||22573/ctvd145sr JSTOR|