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Record W2560003480 · doi:10.5840/philtoday2016604134

The Problem with Loving Whiteness

2016· article· en· W2560003480 on OpenAlexaboutno aff
Alexis Shotwell

Bibliographic record

VenuePhilosophy Today · 2016
Typearticle
Languageen
FieldArts and Humanities
TopicPragmatism in Philosophy and Education
Canadian institutionsnot available
Fundersnot available
KeywordsPhilosophyMathematics

Abstract

fetched live from OpenAlex

Problem with Loving Whiteness: A Response to S. Sullivan's Good White People: Problem with Middle-Class White Anti-RacismShannon Sullivan's work on racialization and habits, and on relationality and transaction, has been important to my philosophical work on race, racism, habits, and much more. Good White People: Problem with Middle-Class White Anti-Racism has, in quite a short time, been extensively engaged and taken up as a useful and important intervention in thinking about whiteness in the U.S. American context. I attempt here to offer some constructive disagreement on matters of mutual care and concern: in general, the abolition of white supremacy and, in particular, white people's potential contribution for racial justice movements. I focus on the key question of whether it is appropriate to love whiteness. Along the way I express worry about Good White People's orientation toward middle-class liberals, its approach to history, its politics of citation, and its focus on a Black/white binary in the continental United States.Sullivan begins the book by quoting a critic I hadn't heard of before reading this book, Lerone Bennett, who wrote The white liberal and the white supremacist share the same root postulates. They are different in degree, not kind (Sullivan 2014: 1). Sullivan says that she is addressing the bulk of white people in the post-Jim Crow United States and other similar white-dominated nations who consider themselves to be non- or anti-racist. These are the white liberals of which Lerone Bennett speaks, the'good' white people whose goodness is marked by their difference from the 'bad' white people who are considered responsible for any lingering racism in a progressive, liberal society (3). I agree absolutely with the view that white liberals are not going to bring about revolutionary transformation in the racial order of this world. But precisely for this reason, I am not sure that the white liberal is the correct subject through which we should to organize our thinking about race. I also do not think that white liberals are the main engine of racial oppression.Further, I am curious about the category of similar white-dominated nations; although I have only deeply engaged racial politics in two nation-states, Canada and the US, it is clear to me that while there are certain commonalities in the way race is lived and governed, there are also vital differences. Perhaps the most striking is the difference between an assumed Black/white binary grounded in historical chattel slavery as the central logic for thinking about race, common in US race thinking, versus an overt formation in Canada (and other places) that centers far more on indigeneity, borders, migration, and the management of multiple racialized others. Working through these differences has convinced me of the necessity of understanding and thinking about whiteness as operative outside the US American context, beyond a Black/white binary, and in a way that accounts for the founding and ongoing violences of capitalism and colonialism. While chattel slavery has informed many parts of the world, and while anti-Black racism has been necessary to the ways slavery was organized and manifests itself in contemporary racism, I question this book's tight focus on the US and on Black/ white racial dynamics.Whiteness, in my view, operates in complex and shifting ways anywhere racialization is happening, and so perhaps it's a good place to start in thinking about the question of whether we ought to love whiteness. In this book, Sullivan does not spend a lot of time defining whiteness. When she does, it is in expansive ways that raise the question of what it means to love whiteness so defined. She argues that there is to being white that being Irish or Italian alone does not capture, and that something is a pattern of domination, exploitation, and oppression (Sullivan 2014: 16). This understanding of whiteness as collective-as constituted by domination, exploitation, and oppression-reminds us that whiteness is not something, on Sullivan's view, that we individually control the effects or the meaning of. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: Theoretical or conceptual
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.979
Threshold uncertainty score0.644

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.024
GPT teacher head0.208
Teacher spread0.184 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designTheoretical or conceptual
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations3
Published2016
Admission routes1
Has abstractyes

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