By Ian Marshall, Wendy Ryden
During this quantity, Ryden and Marshall collect the sector of composition and rhetoric with serious whiteness experiences to teach that during our "post race" period whiteness and racism not just live to tell the tale yet really thrive in greater schooling. As they study the consequences of racism on modern literacy practices and the rhetoric wherein white privilege keeps and reproduces itself, Ryden and Marshall think about issues starting from the emotional funding in whiteness to the function of private narrative in reconstituting racist identities to evaluations of the foundational premises of writing courses steeped in repudiation of despised discourses. Marshall and Ryden trade chapters to maintain a multi-layered discussion that lines the rhetorical complexities and contradictions of training English and writing in a school surroundings. Their lived studies as school and directors serve to underscore the advanced code of whiteness at the same time they push to decode it and show how their very own pedagogical practices are raced and racialized in a number of methods. jointly, the essays ask teachers and directors to contemplate extra conscientiously the pernicious nature of whiteness of their expert actions and the way it informs our practices.
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Extra resources for Reading, Writing, and the Rhetorics of Whiteness
Likewise Esther Saxey emphasizes dialectical identity formation as the focal point: “these stories work to construct identities. . individuals tell coming out stories, but the coming out story ‘tells’ us” (2–3). As Yong Wang puts it, “the act of coming out marks a significant phase in the formation of the homosexual subjectivity both for the individual and for the formation of gay/lesbian communities” (235). The casting of identity formation as political action is of course at the core of the impulse to confess whiteness.
In this case, coming out need not be an affi rmation or defense of identity but merely an acknowledgment of complicity. Awareness narratives reveal how the white subject’s past is implicated in racism, but in reality such a revelation is what we might call “the open secret” (Burgess 129; Sedgwick 80). Similar to the way the homosexual identity may be known but not acknowledged, so the racism of the awareness narrator is understood but not talked about publicly until the confession is made in its particulars.
Hesse’s intent is to develop a theory of narrative that transcends the composition paradigm as “story as example,” where narrative is used for the purposes of illustration of a main point or thesis. His assertion is that narrative functions less reductively and in a far more complex way than is often taught or portrayed in writing textbooks. He suggests that narrative does not contain points as much as it leads to points, the difference being crucial in understanding the rhetoric of narrative. He characterizes the textbook treatment of the rhetorical deployment of stories as follows: “stories are seen as furnishing evidence for the truth of a proposition.