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Abstract

In this article, I pull from critical race theory, psychology, and philosophy to deconstruct the underlying psychological components that lead to “white fragility,” and I explore the limitations in current pedagogical approaches to teaching privilege. I argue that we adopt a more nuanced and context based understanding of “white privilege,” one that breaks down the concept into its two constituent parts: the “privilege/adversity paradigm” and “colonizer alignment privilege.” In the former, basic human physical or cultural traits are presented to students as capable of being beneficial or detrimental depending on context. In the latter, the ways in which people create contexts to favor specific traits as well as the various contexts individuals shift between are analyzed. If done properly, these approaches can validate the personal struggles of all students, help them to acknowledge their advantages, and guide them towards overcoming the psychological hurdles that prevent effective coalition building.

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