White, White And The Construction Of ' Cultureless ' Identities By Pamela Perry

As horrifying as it is to think about, comparisons can be made between the situations of current workers in third-world countries and the plight of the African slaves in the seventeenth and eighteenth centuries. In many of the current poverty-stricken places seen around the globe, sweatshops are developed in order to employ laborers. Sweatshops are described as places of abysmal working conditions with low pay and tedious hours. In the article, "Black People in a White People's Country," Gary Nash notes that the African slave trade was originally developed to "fill labor shortages in the economies of its European initiators and their commercial partners." This description is similar to the motive behind the employment of third-world sweatshop workers. Both systems, ancient and modern, include the need for more laborers and disregard the vital needs of their employees/slaves as long as the work is getting done. Workers are harmfully exploited in both

For this week’s reading, we read the article “Racialized Discourses and Ethnic Epistemologies” by Gloria Ladson-Billings. The main purpose of this reading is to argue that “there are well-developed system of knowledge, or epistemologies, that stand in contrast to the dominant Euro-American epistemology.” (Denzin and Lincoln P. 399) The author started out the article by arguing the importance of national and racial consciousness. Author Billings pointed out that the Europeans view that the individual’s mind is the origin of knowledge and presence. On the other hand, the African word “Ubuntu” means “I am because we are.” This shows that the African thinks that the idea of humanity is very important and everyone should be treated fairly no matter what racial and ethnic background they are from. These two ideas came out in the mid to late 1960’s, the two different point of views clear choice between hegemony and liberation. Comparing these two various perspectives shows that this is a critical case.

As a teacher, it is important to know and understand the racial and cultural identities of both yourself, and your students. Knowing about your students’ backgrounds is a great way to make the classroom a safe and welcoming environment. Not all educational settings emit a feeling of safety to its students, and that needs to be changed. In this paper, I will discuss how my racial and cultural identity may be the same and may differ from my students, as well as some ways in which the institution of education can be changed to be more racially and culturally inclusive.

Working Towards Whiteness is about immigrants who are coming to the United States during the twentieth century and struggling to become white. This is because America has this identity of being white and the new immigrants are facing the problem of fitting in based on their race and class. The states have applied restriction so that they can preserve the population to be more white. In Roediger historical studies he brings these practices to light and his goals to draw attention to the biased white supremacist policy of the government in the regulations of immigration. Roediger most evident strength would be that he has the adaptation of the “in-between” status of the new immigrants coming in, which they are neither accepted as white neither can they be able to identify themselves as their pre-existing background.

There is a Mexican man that enters with the rest of his family. They eat beans, rice, flour tortillas and etc. The family does there every day routine, the dad wakes up at six- thirty to go to work in his truck. The children go to school and the mother stays at home. The things a person does in their all has a reason which goes all back to culture. Culture is what makes up everyone different from one another. Texts such as “What is Cultural Identity?”, “Where Worlds Collide” and “Two ways to Belong” supports that depending on one’s culture it effects one perspective on the world and others.

One of the most prevalent themes throughout the world’s history is the dispute over race and racial differences. But, there is a problem: the majority of the population doesn’t have a clear understanding of what race is. Race is a socially constructed grouping of people that was created in order for people to differentiate themselves from one another and has many sources of influence. While most people believe race is determined by biological characteristics (hair type, skin color, eye shape, etc.), this is not true. To make things more complicated, there is no cut and dry definition to race. Authors of Race and Ethnicity in Society, Elizabeth Higginbotham and Margret Anderson, claim that there are seven different distinct ways to define race. They begin with the popular belief of biological characteristics, and, as mentioned before, through social construction. They go on to note that race can be formed from an ethnic group, from social class rank, from racial formation by institutions, and also can form from one’s self-definition (Higginbotham & Anderson, 2012, p. 13). All of these ways to define race have been seen throughout our history, and many of them have caused problems for minorities, especially in the United States.

The concept of race is a human construction. Painter called it an idea. The main point of the video is the concept of “whiteness”, and how it has evolved over time. She begins by discussing the idea of what it meant to be considered a white person in ancient Rome. In ancient times, people concentrated on cultural differences rather than physical differences, such as skin color. She then goes on to discuss the concept of whiteness in America. The term Caucasian, that refers to white people, comes from a history that defines white people as the most beautiful, therefore the term itself is rooted in racism. Today, many people relate “white America” with freedom, and “black America” with slavery.

Is whiteness only a matter of skin pigmentation? Nyack (2007) questions what would happen if we were to see whiteness as more of an organizing principle. Critical Whiteness Studies (CWS), she explains, provides a radically different way to think about race and challenge whiteness as the universal norm. If, additionally, we think of whiteness as a social construct that includes white culture, ideology, racialization, experiences and emotions, we can understand that CWS “focuses on problematizing the normality of hegemonic whiteness which has allowed whites to deflect, ignore or dismiss their role, racialization and privilege in race dynamics”

In my culture, the environment is clean. We have clean houses, clean community spaces, and clean schools. We tend to avoid places that are dirty. The housing is generally sufficient for our needs, and we have compassion for those whose living spaces are not suitable for their lifestyle. Yet no person in my culture would offer their home or car to someone who needed it more. Appearance is extremely important in my culture.

In this book, Foley uses a vast amount of archived histories as well as verbal materials to portray the construction and re-construction of whiteness and the its connection of whiteness rising to power. Narrowing it down to focus on a specific area, which is the cotton culture in central Texas, Foley breaks down whiteness through a through analysis of race, class, gender. A fascinating aspect of this book is the differences mentioned towards whiteness and the various ethno-racial classes and their tense relations to develop a meaningful existence amongst one another.

After experiencing these materials, how did your understanding of what it means to be "white" change?

Howard explains white European Americans role in society and their effects on other cultures. He explains, “the cultural genocide perpetrated against American Indians, the enslavement of African peoples, the exploitation and discrimination against Mexicans and Asians as sources of cheap labor-on such acts of inhumanity rests much of the success of the European enterprise in America,” (Howard, 1994, p. 3). He relates the discrimination of these cultures to the white privilege that most European Americans aren’t aware that they

What are you? Do you classify yourself as simply black, African-American, or do you not know? When I ask what are you, I am asking you about your roots, the roots that make you, you. My roots is what I use to differentiate myself because I am more than just an American and I am more than just black. Nowadays black identity is used not only as a race but as ethnicity, including for people who do not know their heritage. On the other hand, freedom for people in the black race is much more than it was in the 20th century. Although, the black race have civil rights, racial issues still continue to exist today.

      Ralph Ellison's Invisible Man was published at a time when America was racially divided.  The novel presents the theme of the lack of black identity – a theme supported by the fact that the protagonist, Invisible Man, has no name.  The reader knows the names of Dr. Bledsoe, Ras-the-Exhorter, Brother Jack and others - but the reader does not know the name of the main character.  Ellison's leaves it to the reader to decide who he is and, on a larger scale, how white America perceives black America.

“If we don’t fully understand our individual and collective roles in maintaining a system of white superiority, our relationships with people of color remains superficial, our ability to work in diverse workplaces is greatly diminished, and we fail to create a just world in which everyone has an equitable opportunity to contribute and thrive” (Kendall, 2013, p. 1). This paper discusses who I am as a cultural person and how I have come to be this way. The first section of this paper discusses my cultural background and my cultural identity. I address the factors that make up my cultural identity and the challenges that I have faced because of my cultural identity. The next section discusses my White racial identity development and the events in my life that have led me to become the person I am today in relation to my racial identity. The final section of this paper outlines the implications my own racial and cultural identity will have on my career as a clinical mental health counselor.