Exploring the Cycle of Oppression and Whiteness in the Academy Through Currere: Reflections from a Reading-Group-Based Intergroup Dialogue
Keywords:Whiteness, Internalized Dominance, Cycle of Oppression, Currere, Faculty Development Privilege, Faculty Development, Racism, Oppression, White Cultural Identity
AbstractWhite supremacy is long-standing and pervasive in higher education and it leads to internalized dominance in white faculty and the subjugation of faculty of color in the Cycle of Oppression. To explore this cycle and the power of whiteness and privilege in higher education, a multiracial group of campus community members from a range of institutional roles read What Does it Mean to Be White? Developing White Racial Literacy (DiAngelo, 2016) as a foundational text to foster an intergroup dialogue. Over the course of a semester, the authors shared how their own lives have been inextricably intertwined with the Cycle of Oppression. In this article, the authors employ currere as a method of curriculum inquiry to investigate their lived experiences (Pinar, 1975, 2004) to understand the effects of White privilege, and to explore the Cycle of Oppression within the context of academia (Baszile, 2006a, 2006b; Fine, 1997).
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