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This bibliography is a work in progress and will eventually be as comprehensive a source for social justice issues as I can manage.  As you can see from some of the entries it is also an annotated bibliography which will include keywords; abstracts (or a summary which I’ll write if one isn’t available); links to any online sources to the piece (or publisher info for purchasing the work); and a permalink to an in-page anchor which I’ll be using to link to from various posts on this blog (since this will serve primarily as the bibliography for this blog).

As I have time, I will eventually create separate bibliographies for specific research topics which can be used as a resource for specific research on various related topics.  There seems to be a need for a more “public” resource for those interested in the actual research into social justice issues as well as a good one stop resource that can be linked to to show that actual discrimination has been demonstrated in more formal studies.

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Du Bois, W. E. B. (1920) Darkwater: Voices from Within the Veil, New York: Harcourt, Brace, and Howe

LINKS: <<https://archive.org/details/darkwatervoicesf00duborich>> <<http://www.gutenberg.org/ebooks/15210>>

PERMALINK: https://pocomojo.wordpress.com/bibliography/#Du Bois, W. E. B. (1920)

 

Blum, L.  (2008) “‘White privilege’: A mild critique,” Theory and Research in Education (November) 6 (3) 309-321

ABSTRACT: White privilege analysis has been influential in philosophy of education. I offer some mild criticisms of this largely salutary direction — its inadequate exploration of its own normative foundations, and failure to distinguish between `spared injustice’, `unjust enrichment’ and `non-injustice-related’ privileges; its inadequate exploration of the actual structures of racial disparity in different domains (health, education, wealth); its tendency to deny or downplay differences in the historical and current experiences of the major racial groups; its failure to recognize important ethnic differences within racial groups; and its overly narrow implied political project that omits many ways that White people can contribute meaningfully to the cause of racial justice.

DOI: 10.1177/1477878508095586

KEYWORDS: structural analysis, white privilege, whiteness

PERMALINK: https://pocomojo.wordpress.com/bibliography/#Blum, L. (2008)

 

Blum, L. (2009) “Some Reservations about White Privilege Analysis,” Yearbook of Philosophy of Education Society,  2008 [published in 2009; a version has been published as “’White privilege’: A mild critique,” in Theory and Research in Education]: 107-116

LINK: <<http://ojs.ed.uiuc.edu/index.php/pes/article/view/1350>>

PERMALINK: https://pocomojo.wordpress.com/bibliography/#Blum, L. (2009)

 

Jackson, M. (2009) “Reservation Blues: Ethics and the Privilege of Being Responsibly White,” Yearbook of Philosophy of Education Society, 2008: 116-119

LINK: <<http://ojs.ed.uiuc.edu/index.php/pes/article/view/1351>>

PERMALINK: https://pocomojo.wordpress.com/bibliography/#Jackson, M. (2009)

 

McIntosh, P. (1988) “White Privilege and Male Privilege: A Personal Account of Coming To See Correspondence Through Work in Women’s Studies,” Working Paper #189, Wellesley College Center for Research on Women, Wellesley, Massachusetts.

ABSTRACT: In much the same way that men are not taught to acknowledge all the ways they are privileged in society, whites are not taught to recognize how their status as white people confers on them many privileges. Arguing that male privilege and white privilege are interrelated, and that both types of privilege are unearned and unjustified, this paper begins by reviewing several layers of denial that men have about their privilege and that work to protect, prevent awareness about, and entrench that privilege. The paper goes on to present parallels from one woman’s personal experience, with the denials that veil the facts of white privilege. Forty-six ordinary and daily ways in which this one individual experiences having white privilege within her life situation and its particular social and political frameworks, are listed, and ways in which the list applies equally to heterosexual privilege are also pointed out. It is concluded that all the various interlocking oppressions take two forms: an active form which can be seen; and an embedded form which members of the dominant group are taught not to see. To redesign the social system therefore requires acknowledgement of its colossal unseen dimensions. (DB)

KEYWORDS: females, higher education, males, racial discrimination, sex discrimination, sex fairness, whites, women’s studies

LINK: <<http://eric.ed.gov/?id=ED335262>>

PERMALINK: https://pocomojo.wordpress.com/bibliography/#McIntosh, P. (1988)

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