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dc.contributor.authorBohonos, Jeremy W. ( Orcid Icon 0000-0001-8816-8921 )
dc.date.accessioned2022-04-15T17:40:57Z
dc.date.available2022-04-15T17:40:57Z
dc.date.issued2019-06
dc.identifier.citationBohonos, J. W. (2019). Including critical whiteness studies in the critical human resource development family: A proposed theoretical framework. Adult Education Quarterly, 69(4), pp. 315-337.en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/15654
dc.description.abstractWhile the human resource development (HRD) literature has made strides to incorporate Critical Race Theory, Critical Whiteness Studies (CWS) has not been substantively addressed. White experiences need to be incorporated into organizational learning literature in racialized ways. Unpacking the racialized experiences of Whites in organizational settings is important because it challenges the often-unstated assumption that White experiences are normal and neutral. The uncritical centering of Whiteness is part of what makes the marginalization of racialized others possible, and CWS research seeks to contribute to the decentering process. This paper integrates literature exploring racialized White experiences from disciplines including history, sociology, theology, and legal studies within an existing framework for HRD. This research will place special emphasis on aspects of critical Whiteness that relate to the workplace. The purpose of this article is to advance a theoretical framework that will enhance HRD’s capacity for research and action pertaining to workplace racism.en_US
dc.formatText
dc.format.extent23 pages
dc.format.medium1 file (.pdf)
dc.language.isoenen_US
dc.publisherSageen_US
dc.sourceAdult Education Quarterly, 2019, Vol. 69, No. 4, pp. 315-337.
dc.subjectWhiteness
dc.subjectRacism
dc.subjectCritical Theory
dc.subjectSocial justice HRD
dc.subjectCHRDen_US
dc.titleIncluding critical whiteness studies in the critical human resource development family: A proposed theoretical frameworken_US
dc.typeacceptedVersion
txstate.documenttypeArticle
dc.description.versionThis is the Author Accepted Manuscript version of an article published in Adult Education Quarterly.
dc.identifier.doihttps://doi.org/10.1177/0741713619858131
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology


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