Comforting Discomfort as Complicity: White Fragility and the Pursuit of Invulnerability
Comforting Discomfort as Complicity: White Fragility and the Pursuit of Invulnerability
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DOI：
10.1111/hypa.12354
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发表时间：
2017-09-01
影响因子：
1.1
通讯作者：
Applebaum, Barbara
中科院分区：
文献类型：
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作者：
Applebaum, Barbara
在这篇文章中，我对在社会公正课堂上安慰不适的教学实践提出了麻烦。例如，有没有可能既支持白人学生，又不安慰他们？有没有可能在不重演白人学生的情感危机、不无视有色人种学生的需求和利益、不重演有色人种学生所忍受的暴力的情况下，支持白人学生？首先，我讨论了安慰不适的危险，并讨论了罗宾·迪安吉洛(Robin DiAngelo)关于白人脆弱性的概念，这一概念被用来解释为什么白人倾向于逃离不适，而不是与不适共处(迪安吉洛，2011)。利用Erinn Gilson关于脆弱性的研究，我认为白人的脆弱性不是弱点，而是无懈可击的积极表现(Gilson 2011；2014)。最后，我认为，发展中的脆弱性是对白人脆弱性的一种对抗，鼓励这种脆弱性的一种方式是提供关键的希望，我坚持认为，这是一种令人不快的支持。
In this article, I trouble the pedagogical practice of comforting discomfort in the social-justice classroom. Is it possible to support white students, for instance, and not comfort them? Is it possible to support white students without recentering the emotional crisis of white students, without disregarding the needs and interests of students of color, and without reproducing the violence that students of color endure? First I address the dangers of comforting discomfort and discuss Robin DiAngelo's notion of white fragility, which has been used to explain the tendency of white people to flee discomfort rather than tarry with it (DiAngelo 2011). Employing Erinn Gilson's work on vulnerability, I argue that white fragility is not a weakness but an active performance of invulnerability (Gilson 2011; 2014). I conclude by arguing that developing vulnerability is a counter to white fragility, and that one way such vulnerability can be encouraged is through offering critical hope, which I maintain is a type of support that does not comfort.