Professional Documents
Culture Documents
Anti Blackness, Color Evasiveness
Anti Blackness, Color Evasiveness
Anti-Blackness
Table of Contents:
Color-Evasiveness
Dumas and ross (2016) note that “antiblackness is not simply racism against
Black people” but instead “refers to a broader antagonistic relationship between
blackness and (the possibility of) humanity” (p. 429). Dancy et al. (2018) add,
“White humanity is dependent on its ability to harm Black life. To avoid violence
against Black people would place White humanity in question because, in an
anti-Black polity, White humanity is predicated on Black inhumanity” (p. 188).
Acknowledging anti-Blackness is therefore different than simply stating that
racism and white privilege exist and are problematic; anti-Blackness is
comprehending the Black condition and how the dehumanization of Black
people has resulted in historical and contemporary acts of violence toward
Black bodies (Dumas, 2016).
Anti-Black deficit practices and policies in education are certainly not new
and are in fact pervasive in marginalizing Black students, particularly when it
comes to academic outcomes. However, school leaders are in powerful
positions to contest anti-Blackness and provide meaningful opportunities with
their school communities to discuss the ramifications of anti-Blackness. It is
only when these critical discussions occur that we can begin to envision an
education system that values Black students.
Color-Evasiveness
School leaders often find the revolving door of school policies and reforms
they are tasked with implementing as the one arena that seems to be outside
of their locus of control (Rallis, Rossman, Reagan, Cobb, & Kuntz, 2008). This
is particularly the case when educational policies come from the top down as
educational leaders typically have little input on how such policies may affect
their school and district communities. Educational leaders also have limited
time to consider the potential racial implications of policies, thus pushing them
to [color-] evasively implement policy (Diem, Welton, Frankenberg, & Holme,
2016; Holme, Diem, & Welton, 2014; Welton et al., 2015). This level of racial
unawareness amongst school and/or district leadership is indeed problematic
because when leaders indiscriminately implement policies that overlook and in
many ways discount how institutional racism is at the root of the problem, they
unintentionally exacerbate any racial inequities that may already exist (Diem et
al., 2016; Frankenberg, 1993; Ryan, 2012).
Much of educational leaders’ anxiety about the limited control they have over
the policy process as it relates to race, equity, and opportunity stems from the
current educational landscape where educational policies are not only color-
evasive but also market-driven. Color-evasive policies maintain the racial status
quo through the adoption of race-neutral policies that deny the role race and
racism play in perpetuating structural inequities (Bonilla-Silva, 2017; Leonardo,
2007) Ruth Frankenberg introduced the concept color-evasiveness in her 1993
2007). Ruth Frankenberg introduced the concept color-evasiveness in her 1993
book Ww'te Women, Race Matters: The Social Construction of Whiteness.
Frankenberg defines color-evasiveness as an “act of dodging difference” or to
disregard racial differences that exist in society (p. 142). Therefore, those who
adopt a color-evasive mindset argue that racism is no longer an issue, and
what racial inequities do exist are the fault of people of color because in society
today they have the same opportunities as white people (Frankenberg, 1993).
This “evasiveness” towards racial differences also then leads to a
dismissiveness and “complicity” towards institutional and structural forms of
racism and racial inequality (Frankenberg, 1993). Also, color-evasiveness is a
white supremacy strategy that any of us (both white and people of color) can
be at fault of or implicated in enacting.
Evading race may seem like the less dangerous approach at addressing
racism, but this approach has long-term consequences. Ultimately, society’s
collective evasiveness toward racism only further endangers people of color,
who must continue to endure the long-term effects of racism ignored and left
unresolved. Because these dangerous and evasive approaches to race have
now become commonsense to our society, it is ever more important that policy
makers and educational leaders are trained to be critical and even suspicious
of color-evasive education policies and practices that are simplistic, passive
and avoid the “tension” and
and avoid the tension and
(p. 154)
Moreover, the authors critique how scholars of race often forget that, like
race, dis/ability is also a social construction. So, the use of the word
colorblindness is a simultaneous social construction of race and ability that
unfortunately socializes us to view dis/ability as a deficit (Annamma et al.,
2017). To take account of this, instead of colorblindness, Annamma et al.
suggest using Ruth Frankenberg’s (1993) concept of color-evasiveness. We
will continue to challenge how we have conceptualized colorblindness in our
own work—both prior and future—and are taking this opportunity to model how
scholars and practitioners should always take stock and reflect on how
discourse impacts research and practice and how it is continuously evolving.
Thus, from this point forward we are using color-evasiveness to describe the
deliberate avoidance of discussions about race and racism and the outright
denial that the structural and everyday racism people of color face exists in
society today (Annamma et al., 2017).