Books by Zachary A Casey
Encyclopedia of Critical Whiteness Studies in Education, 2020
The introductory chapter of the encyclopedia as well as the ToC. Many library databases will carr... more The introductory chapter of the encyclopedia as well as the ToC. Many library databases will carry these entries, and they are much easier to find the full PDF when one has the actual title and author. It is also great that encyclopedia entries are peer reviewed while also being summative - a great tool for folks looking to anchor their work in ways that are established by the field and subject area in question. I hope this is useful for folks doing critical whiteness studies work.
An in-depth account and model of antiracist professional development for white practicing teacher... more An in-depth account and model of antiracist professional development for white practicing teachers.
Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year professional development seminar called “RaceWork” with eight white practicing teachers committed to advancing antiracism in their classrooms, schools, and communities. Drawing on interviews, field notes, teacher reflections, and classroom observations, Building Pedagogues details the program’s theoretical and pedagogical foundations; Casey and McManimon’s unique tripartite approach to race and racism at personal, local, and structural levels; learnings, strategies, and practical interventions that emerged from the program; and the challenges and resistance these teachers faced. As the story of RaceWork and a model for implementing it, the book concludes by reminding its audience of teachers, teacher educators, and researchers that antiracist professional development is a continual, open-ended process. The work of building pedagogues is an ongoing process.
“Finally, a framework for what countless teachers are asking for, illustrated with concrete examples of what building pedagogies looks like in practice, with all of the questions, contradictions, emotional struggles, shortcomings, and learnings surfaced and honored. Casey and McManimon offer a deep dive into a professional community for white teachers to learn about whiteness and to act against white supremacy in this brilliantly written book that is deeply theorized, richly detailed, conversational, and engaging, with a self-critical honesty that cannot help but to draw in the reader. This book will change our profession, and cannot come at a more demanding time.” — Kevin Kumashiro, author of Against Common Sense: Teaching and Learning toward Justice
While critical whiteness studies as a eld has been attacked from both within and without, the ong... more While critical whiteness studies as a eld has been attacked from both within and without, the ongoing realities of systemic white supremacy across the globe necessitate new and better understandings of whiteness, white racial identity, and their links with education. Encyclopedia of Critical Whiteness Studies in Education o fers readers a broad summary of the multifaceted and interdisciplinary eld of critical whiteness studies, the study of white racial identities in the context of white supremacy, in education. Featuring scholars from across the Anglophone world, this volume seeks to o fer both introductions and deep dives into the ever-shifting eld of critical whiteness research in education. Readership All interested in critical whiteness studies, critical race theory, multicultural education, and antiracism in the broader eld of educational research and theory. For more information see brill.com Order information: Order online at brill.com
Whiteness at the Table examines whiteness in the lived experiences of young children, family memb... more Whiteness at the Table examines whiteness in the lived experiences of young children, family members, students, teachers, and school administrators. It focuses on racism and antiracism within the context of relationships. Its authors argue that we cannot read or understand whiteness as a phenomenon without attending to the everyday complexities and conflicts of white people’s lives.
Argues that the economic system itself is culpable in maintaining our oppressive educational stat... more Argues that the economic system itself is culpable in maintaining our oppressive educational status quo.
Through an analysis of whiteness, capitalism, and teacher education, A Pedagogy of Anticapitalist Antiracism sheds light on the current conditions of public education in the United States. We have created an environment wherein market-based logics of efficiency, lowering costs, and increasing returns have worked to disadvantage those populations most in need of educational opportunities that work to combat poverty. This book traces the history of whiteness in the United States with an explicit emphasis on the ways in which the economic system of capitalism functions to maintain historical practices that function in racist ways. Practitioners and researchers alike will find important insights into the ways that the history of white racial identity and capitalism in the United States impact our present reality in schools. Casey concludes with a discussion of “revolutionary hope” and possibilities for resistance to the barrage of dehumanizing reforms and privatization engulfing much of the contemporary educational landscape.
“This book is groundbreaking. It stands alone in its sophisticated use and explanation of theory, praxis, and their interrelationship in the field of critical whiteness studies.” — Jeremy N. Price, author of Against the Odds: The Meaning of School and Relationships in the Lives of Six Young African-American Men
Zachary A. Casey is Assistant Professor of Educational Studies at Rhodes College.
Teachers College Record, 2017
s savagery enabled at least his immediate family to shed their Irish ethnicity, and thereby becom... more s savagery enabled at least his immediate family to shed their Irish ethnicity, and thereby become raced as white. Casey argues that neoliberalism has driven the erosion of European Americans' fidelity to their ethnic identity, as it is in their economic self-interest to do so. Having worked with pre-and in-service teachers for ten years, Casey contends that neoliberalism is also eroding the American education system for the very same purpose: to enable the transfer of public monies into private hands for profit, namely of people identified as white, at the expense of those not.
Papers by Zachary A Casey
In this article, members of the Midwest Critical Whiteness Collective argue that Peggy McIntosh’s... more In this article, members of the Midwest Critical Whiteness Collective argue that Peggy McIntosh’s seminal “knapsack” article acts as a synecdoche, or as a stand-in, for all the antiracist work to be done in teacher education and that this limits our understanding and possibilities for action. The authors develop this argument by questioning the lack of critique of McIntosh’s 1988 classic “invisible knapsack” article and sharing two narratives by members of their collective that illustrate problems with both the acceptance and the rejection of McIntosh’s conception of white privilege. This discussion illuminates how white privilege pedagogy demands confession and how confession is a dead end for antiracist action. The authors also explore how McIntosh’s ideas can lead to dangerous misreadings of student resistance. Acknowledging the initial fruitfulness of McIntosh’s ideas, it is time for us to move to more complex treatments of working with white people on questions of race, white supremacy, and antiracism.
Hyperindividualism is the tendency, in a liberal individualist society, for social actors to unde... more Hyperindividualism is the tendency, in a liberal individualist society, for social actors to understand themselves as disparate entities rather than primarily as members of collectives or groups. In this essay, I mobilize a critical curriculum theory lens to trouble the ways teachers are currently figured in our neoliberal social reality. Specifically, I work to theorize the phenomenon of hyperindividualism as it connects to ways we conceptualize the relative power of teachers in U.S. classrooms. Hyperindividualism names how we are radically singularized in late capitalism, all of us rendered entrepreneurs of ourselves, "brands" to market, rather than whole human beings who are not reducible solely to their economistic function. Here I first explain the concept of hyperindividualism before connecting this explicitly to neoliberalism and our contemporary political economy. From there, I work to showcase three ways this impacts teachers and teaching: the teacher as savior problem, the teacher as solo actor problem, and the teacher as predictive of student futures problem. I conclude with implications for further engagements with our ideological present in ways that are more pedagogically and politically responsive to hyperindividualism in teaching and in education more broadly.
International Journal of Qualitative Studies in Education, 2022
Recentering whiteness is a misnomer-it seeks to address a tension that is real but locates it ina... more Recentering whiteness is a misnomer-it seeks to address a tension that is real but locates it inaccurately and thus the critique becomes absurd. If we can't find a moment when whiteness was ever notcentral to the social organization of the modern world, why would we be concerned about notions of "re-centering" what has never left the center? This paper mobilizes a Foucauldian and feminist approach to understanding white privilege and the problem of "re-centering" whiteness to call for additional studies of whiteness and white supremacy on the side of humanization. The author ultimately provides an alternative to critiques of "re-centering" that can offer new ways of understanding the risks and challenges of critical whiteness work in educational research.
BRILL eBooks, Nov 28, 2020
BRILL eBooks, Nov 28, 2020
BRILL eBooks, Nov 28, 2020
Harvard Educational Review, 2013
In this article, members of the Midwest Critical Whiteness Collective argue that Peggy McIntosh&#... more In this article, members of the Midwest Critical Whiteness Collective argue that Peggy McIntosh's seminal “knapsack” article acts as a synecdoche, or as a stand-in, for all the antiracist work to be done in teacher education and that this limits our understanding and possibilities for action. The authors develop this argument by questioning the lack of critique of McIntosh's 1988 classic “invisible knapsack” article and sharing two narratives by members of their collective that illustrate problems with both the acceptance and the rejection of McIntosh's conception of white privilege. This discussion illuminates how white privilege pedagogy demands confession and how confession is a dead end for antiracist action. The authors also explore how McIntosh's ideas can lead to dangerous misreadings of student resistance. Acknowledging the initial fruitfulness of McIntosh's ideas, it is time for us to move to more complex treatments of working with white people on questi...
BRILL eBooks, Nov 28, 2020
BRILL eBooks, Nov 28, 2020
BRILL eBooks, Nov 28, 2020
BRILL eBooks, Nov 28, 2020
Encyclopedia of Critical Whiteness Studies in Education, 2020
Proceedings of the 2020 AERA Annual Meeting, 2020
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Books by Zachary A Casey
Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year professional development seminar called “RaceWork” with eight white practicing teachers committed to advancing antiracism in their classrooms, schools, and communities. Drawing on interviews, field notes, teacher reflections, and classroom observations, Building Pedagogues details the program’s theoretical and pedagogical foundations; Casey and McManimon’s unique tripartite approach to race and racism at personal, local, and structural levels; learnings, strategies, and practical interventions that emerged from the program; and the challenges and resistance these teachers faced. As the story of RaceWork and a model for implementing it, the book concludes by reminding its audience of teachers, teacher educators, and researchers that antiracist professional development is a continual, open-ended process. The work of building pedagogues is an ongoing process.
“Finally, a framework for what countless teachers are asking for, illustrated with concrete examples of what building pedagogies looks like in practice, with all of the questions, contradictions, emotional struggles, shortcomings, and learnings surfaced and honored. Casey and McManimon offer a deep dive into a professional community for white teachers to learn about whiteness and to act against white supremacy in this brilliantly written book that is deeply theorized, richly detailed, conversational, and engaging, with a self-critical honesty that cannot help but to draw in the reader. This book will change our profession, and cannot come at a more demanding time.” — Kevin Kumashiro, author of Against Common Sense: Teaching and Learning toward Justice
Through an analysis of whiteness, capitalism, and teacher education, A Pedagogy of Anticapitalist Antiracism sheds light on the current conditions of public education in the United States. We have created an environment wherein market-based logics of efficiency, lowering costs, and increasing returns have worked to disadvantage those populations most in need of educational opportunities that work to combat poverty. This book traces the history of whiteness in the United States with an explicit emphasis on the ways in which the economic system of capitalism functions to maintain historical practices that function in racist ways. Practitioners and researchers alike will find important insights into the ways that the history of white racial identity and capitalism in the United States impact our present reality in schools. Casey concludes with a discussion of “revolutionary hope” and possibilities for resistance to the barrage of dehumanizing reforms and privatization engulfing much of the contemporary educational landscape.
“This book is groundbreaking. It stands alone in its sophisticated use and explanation of theory, praxis, and their interrelationship in the field of critical whiteness studies.” — Jeremy N. Price, author of Against the Odds: The Meaning of School and Relationships in the Lives of Six Young African-American Men
Zachary A. Casey is Assistant Professor of Educational Studies at Rhodes College.
Papers by Zachary A Casey
Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year professional development seminar called “RaceWork” with eight white practicing teachers committed to advancing antiracism in their classrooms, schools, and communities. Drawing on interviews, field notes, teacher reflections, and classroom observations, Building Pedagogues details the program’s theoretical and pedagogical foundations; Casey and McManimon’s unique tripartite approach to race and racism at personal, local, and structural levels; learnings, strategies, and practical interventions that emerged from the program; and the challenges and resistance these teachers faced. As the story of RaceWork and a model for implementing it, the book concludes by reminding its audience of teachers, teacher educators, and researchers that antiracist professional development is a continual, open-ended process. The work of building pedagogues is an ongoing process.
“Finally, a framework for what countless teachers are asking for, illustrated with concrete examples of what building pedagogies looks like in practice, with all of the questions, contradictions, emotional struggles, shortcomings, and learnings surfaced and honored. Casey and McManimon offer a deep dive into a professional community for white teachers to learn about whiteness and to act against white supremacy in this brilliantly written book that is deeply theorized, richly detailed, conversational, and engaging, with a self-critical honesty that cannot help but to draw in the reader. This book will change our profession, and cannot come at a more demanding time.” — Kevin Kumashiro, author of Against Common Sense: Teaching and Learning toward Justice
Through an analysis of whiteness, capitalism, and teacher education, A Pedagogy of Anticapitalist Antiracism sheds light on the current conditions of public education in the United States. We have created an environment wherein market-based logics of efficiency, lowering costs, and increasing returns have worked to disadvantage those populations most in need of educational opportunities that work to combat poverty. This book traces the history of whiteness in the United States with an explicit emphasis on the ways in which the economic system of capitalism functions to maintain historical practices that function in racist ways. Practitioners and researchers alike will find important insights into the ways that the history of white racial identity and capitalism in the United States impact our present reality in schools. Casey concludes with a discussion of “revolutionary hope” and possibilities for resistance to the barrage of dehumanizing reforms and privatization engulfing much of the contemporary educational landscape.
“This book is groundbreaking. It stands alone in its sophisticated use and explanation of theory, praxis, and their interrelationship in the field of critical whiteness studies.” — Jeremy N. Price, author of Against the Odds: The Meaning of School and Relationships in the Lives of Six Young African-American Men
Zachary A. Casey is Assistant Professor of Educational Studies at Rhodes College.
Zachary Casey, Rhodes College, Memphis, US
Ondrej Kaščák, Trnava University in Trnava, SVK (Lead Editor)
Iveta Kovalčíková, Prešov University in Prešov, SVK
Branislav Pupala, Slovak Academy of Sciences in Bratislava, SVK
Marek Tesar, The University of Auckland, NZ
Andrew Wilkins, University of East London, UK
Editorial Advisory Board:
Stephen Ball, University of London, UK
Jean‑Louis Derouet, Institut National de Recherche Pédagogique, Lyon, France
Francesca Gobbo, University of Turin, Italy
Tomáš Janík, Masaryk University, Brno, Czech Republic
Alison Jones, University of Auckland, NZ
Mary Koutselini, University of Cyprus, Nicosia
Ivan Lukšík, Trnava University in Trnava, SVK
Tata Mbugua, University of Scranton, US
Peter McLaren, Chapman University, US
Sudarshan Panigrahi, The Maharaja Sayajirao University of Baroda, India
Michael A. Peters, University of Waikato, Hamilton, NZ
Sally Power, Cardiff University, Wales, UK
Norbert Ricken, The University of Bremen, Germany
Patricia Scully, University of Maryland, US
Klára Šeďová, Masaryk University, Brno, Czech Republic
Martin Strouhal, Charles University, Prague, Czech Republic
Stanislav Štech, Charles University, Prague, Czech Republic
Richard Tabulawa, University of Botswana, Gaborone
Ikechukwu Ukeje, Kennesaw State University, US
Isabella Wong Yuen Fun, National Institute of Education, Singapore
Christoph Wulf, Freie Universität Berlin, Germany
Oľga Zápotočná, Slovak Academy of Sciences in Bratislava, SVK
Jörg Zirfas, Friedrich‑Alexander University Erlangen‑Nürnberg, Germany
Editorial Assistant:
Zuzana Daniskova, Trnava University in Trnava, SVK
Language Editor:
Catriona Menzies