White Male Privilege: An intersectional deconstruction


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Authors

  • Matthew James Etchells Texas A&M University
  • Elizabeth Deuermeyer Texas A&M University
  • Vanessa M. Liles Texas A&M University
  • Samantha Meister Texas A&M University
  • Mario I Suárez Texas A&M University
  • Warren Chalklen Texas A&M University

DOI:

https://doi.org/10.29333/ejecs/78

Keywords:

Privilege, deconstruction, intersectionality, race, gender, and male privilege

Abstract

This research saliently deconstructs the philosophical writing of a white, privileged male by five diverse academic peers by using a methodology of deconstruction to analyze the initial author’s writing. Their reflects on his nascent perspectives address the stages of racism, mea culpa, the relationship between privilege, oppression, and classism, a feminist perspective, binary, and intersectionality. Further analysis connote for the need to deconstruct privilege in a literary context and to develop an autoethnography to fully delve into privilege beyond a superficial and neglectful narrative.

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Author Biographies

Matthew James Etchells, Texas A&M University

Matthew Etchells holds a B.A. in Performing Arts and Education from the University of Chester, a Post Graduate Certificate in Education from the University of Wales, a M.Ed. in International Management and Policy from the British University in Dubai, and is currently undertaking a Ph.D. in Culture and Curriculum at Texas A&M University. He has over a decade of leadership experience in international schools.

Elizabeth Deuermeyer, Texas A&M University

Elizabeth Deuermeyer holds a Ph.D in Curriculum and Instruction from Texas A&M University with an emphasis on Urban Education. Additionally she has a M.Ed. in School Counseling from Texas A&M University-Central Texas. Currently, she is a post-doctoral research in the Department of Visualization at Texas A&M researching the impact of maker spaces and maker education on elementary students' self-efficacy in regards to STEM career choices. She has multiple PK-12 teacher certifications and has been an educator for over ten years. 

Vanessa M. Liles, Texas A&M University

Vanessa M. Liles is a doctoral candidate in the Department of Teaching Learning and Culture at Texas A&M University, College Station Texas.  She is a 2014 Graduate Diversity Fellow with research interests in education policy and communities, multicultural education, and urban education.

Samantha Meister, Texas A&M University

Samantha Meister holds a B.S. in Special Education - Mild/Moderate Disabilities from the University of Nebraska-Lincoln, an M.S. in Reading and Literacy from the University of Nebraska-Omaha, and is currently a Ph.D. Candidate in Curriculum and Instruction with a focus on Urban Education at Texas A&M University. She holds multiple PK-12 teacher certifications and has been a practicing educator for over ten years.

Mario I Suárez, Texas A&M University

Mario Itzel Suárez (he/him/his) is a doctoral student in Curriculum and Instruction at Texas A&M University.    His research focuses on critical queer race issues in education, curriculum theory, critical mathematics education, and quantitative research methods. He holds a BA in Ethnic Studies with a focus on Mexican American Studies, and an MA in Mathematics Education from The University of Texas at Austin.

Warren Chalklen, Texas A&M University

Warren Chalklen, Ph.D. is a Data Associate at Educators For Excellence, a national non-profit organization advocating for equity centered education policy, based in New York City. His research interests include Critical Race Theory and Ubuntu Philosophy. More specifically, he examines how the intersection of race, class and gender operate in urban school settings. He is co-author of the book chapter, “Re-Rooting Roots: The South African Perspective" (University of Georgia Press, 2017).

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Published

2017-12-29

How to Cite

Etchells, M. J., Deuermeyer, E., Liles, V. M., Meister, S., Suárez, M. I., & Chalklen, W. (2017). White Male Privilege: An intersectional deconstruction. Journal of Ethnic and Cultural Studies, 4(2), 13–27. https://doi.org/10.29333/ejecs/78

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