000			01896nab a2200277 4500
999			_c11003 _d11003
003			OSt
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008			201214b ||||| |||| 00| 0 eng d
100			_aRadd, Sharon I. _930554
245			_aDesirablizing Whiteness: A Discursive Practice in Social Justice Leadership That Entrenches White Supremacy
260			_bSage, _c2019.
300			_aVol 54, Issue 5, 2019(656-676 p. )
520			_aThis article conceptualizes “Desirablizing Whiteness” as a discursive practice. Desirablizing Whiteness occurs when equity efforts aim to include racially minoritized students in actions, situations, formats, and settings where they have been absent or underrepresented, and which have been the “property” of Whites. The literature on discourse, discursive practices, and emotions serve to explain the nature of Desirablizing Whiteness as a complicated and contradictory construct. Tenets from critical race theory highlight the fundamentally racist effect of this discursive practice. Because Whiteness’ property value is both tangible and psychic, the presence and role of emotions are key to understanding how Desirablizing Whiteness has a dialectical relationship with human interactions and decision making, ultimately undermining social justice efforts. Practical recommendations for school leaders and scholars concerned with urban education close the article.
650			_awhiteness, _934304
650			_a discourse, _934298
650			_a discursive practices, _933394
650			_a emotions, _930749
650			_aanti-racist practice, _933923
650			_acritical race theory, _934310
650			_a social justice leadership _934311
700			_aGrosland, Tanetha Jamay _932533
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085918783824
942			_2ddc _cART