Exposing White Fragility and White Emotionalities in Hello Privilege. It’s Me, Chelsea

Authors

  • Mary Adu-Gyamfi University of Missouri-Columbia
  • Sara B. Demoiny Auburn University
  • LaGarrett King University at Buffalo
  • Greg Simmons University of Missouri

Keywords:

media literacy, white fragility, white emotionalities, teacher education, white privilege

Abstract

 In a society steeped in media, teacher educators receive an education inside and outside the classroom. Thus, we aim to engage in critical race media literacy through an analysis of Hello Privilege. It’s Me, Chelsea. We do so through a frame of white fragility (DiAngelo, 2011) and white emotionalities (Matias, 2016). In this article, we argue that it is vital to disrupt and challenge notions of white supremacy and whiteness by highlighting examples of white fragility and white emotionalities in the media to make visible what often operates as invisible in society.

Author Biographies

Mary Adu-Gyamfi, University of Missouri-Columbia

Doctoral student of Social Studies Education

Sara B. Demoiny, Auburn University

Assistant Professor of Elementary Education

LaGarrett King, University at Buffalo

Associate Professor of Social Studies Education

Greg Simmons, University of Missouri

Doctoral student of Social Studies Education

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Published

2022-04-25

How to Cite

Adu-Gyamfi, M., Demoiny, S. B., King, L., & Simmons, G. (2022). Exposing White Fragility and White Emotionalities in Hello Privilege. It’s Me, Chelsea. International Journal of Multicultural Education, 24(1), 68–87.

Issue

Vol. 24 No. 1 (2022): Open Issue

Section

Articles (Peer-reviewed)

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