| Social justice, diversity, inclusive education, and equity are areas that have previously and continue to draw attention in education. However, critical theorists (Dei, 2000; Kincheloe, 2008; McLaren, 2000) argue that even with focus, mission statements, goals, initiatives and programs in such areas, little or no real improvement has been made in the area of inclusive education or closing the gap among diversified students in terms of academic achievement or social equality in the Western world. This has spurred the onset of critical studies, in particular the critical study of whiteness (Levine-Rasky, 2000a). This case study seeks to explore and challenge six educators' conceptualizations of white privilege and dominance in an Ontario school site by using Peggy McIntosh's (1988) article, "White Privilege: Unpacking the Invisible Knapsack: The Daily Effects of White Privilege". This study examines how such conceptualizations guide and translate into pedagogical practices that may be hindering equitable education for all students. The purpose of this case study is to explore the process of challenging conceptualizations of white privilege and dominance in order to help teachers move toward more critical self-transformative learning possibilities that may help create a more inclusive learning environment in their respective classrooms.;A review of the literature indicates that persistent issues associated with diversity and real inclusive education are deeply rooted in an historical, multifaceted, interrelated dependence on social dominance and oppressions. Critical theorists (Kincheloe, 2008; Levine-Rasky, 2000a, 2000b; Sleeter, 2005) and anti theorists (Apple, 2004; Dei, 2000; Delpit, 2006) have suggested that critical scrutiny by educators is required to deconstruct the status quo in order for transformative and critical change to take place in both system and agency. The findings generated from this inquiry offer new insights into how conceptualizations of white privilege and dominance may be hindering inclusive learning environments and the equal education opportunity of all students. A further analysis and interpretation of the findings, indicates further direction of professional development of in-service teachers that focuses on developing critical educators that implement critical pedagogies and challenge systemic dominances needed for transformative actions to create more equal opportunities for all students. |
