Whiteness

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Cheryl E Matias - One of the best experts on this subject based on the ideXlab platform.

  • why do you make me hate myself re teaching Whiteness abuse and love in urban teacher education
    Teaching Education, 2016
    Co-Authors: Cheryl E Matias
    Abstract:

    Teacher educators are constantly trying to improve the field to meet the needs of a growing urban populace. Inclusion of socially just philosophies in the curriculum is indeed essential, yet it can mask the recycling of normalized, oppressive Whiteness. This reflective and theoretical paper employs critical race theory and critical Whiteness studies to deconstruct Whiteness, abuse, and love in teacher education. Using an interdisciplinary and emotion-based approach to understanding Whiteness, this paper examines how denying race during white childhood via a color-blind ideology leaves lasting emotional scars, impressions that perpetuate the institutional silencing of race in teacher education. This “abuse” is projected onto urban students of color and, more broadly, people of color. This paper asserts that until teacher education programs make confronting and exploring Whiteness a priority, they cannot truly love their urban students of color as complete beings and so deny humanity full and just considera...

  • digital storytelling as racial justice digital hopes for deconstructing Whiteness in teacher education
    Journal of Teacher Education, 2016
    Co-Authors: Cheryl E Matias, Tanetha J Grosland
    Abstract:

    Teacher education is replete with an overwhelming presence of Whiteness, a presence that if not explicitly interrogated indefinitely recycles hegemonic Whiteness. Needed are pedagogical strategies that expose the hegemonic invisibility of Whiteness. This critical reflection examines the utilization of digital storytelling by teacher educators of color to pedagogically deconstruct Whiteness in a predominately White, urban-focused teacher education course—a necessary deconstruction if these teacher candidates are to effectively teach urban students of color. Particularly, this article deconstructs four academic years of digital stories produced in a mandatory diversity course in an urban teacher education program and illustrates how digital storytelling itself promotes a critical self-revelation that confront Whiteness in White teacher candidates. The preliminary analyses suggest that digital storytelling is a racially just way of having White teacher candidates self-reflect on their own Whiteness in a mult...

  • Breakin’ Down Whiteness in Antiracist Teaching: Introducing Critical Whiteness Pedagogy
    The Urban Review, 2016
    Co-Authors: Cheryl E Matias, Janiece Mackey
    Abstract:

    Because of the changing nature of race the role of antiracist teaching is a forever-evolving process. Acknowledging that the majority of the U.S. teaching force, from K-12 to teacher education in institutions of higher education, are white middle-class females, it becomes imperative to unveil pedagogical applications of critical Whiteness studies. Unwillingness to do so maintains the recycled nature of the hegemonic Whiteness that dominates the field of education. This reflective paper examines the implemented pedagogies of a teacher education diversity course which begin to break down the Whiteness ideology embedded in teacher candidates (i.e., pre-service teachers). Although the course’s application of critical Whiteness studies was in no way complete, it framed a pedagogical strategy for self-interrogation of Whiteness, one that can be implemented in other teacher education courses across the nation. Adding to the existing field of research, this paper provides concrete teaching strategies about how to employ critical Whiteness studies in teacher education, and examines the implications of such pedagogies in relation to the roles of racial justice and antiracist teaching. By including feedback from teacher candidates themselves, this paper demonstrates how effective the pedagogies were in preparing a majority of white female teacher candidates for urban teaching.

  • when saying you care is not really caring emotions of disgust Whiteness ideology and teacher education
    Critical Studies in Education, 2014
    Co-Authors: Cheryl E Matias, Michalinos Zembylas
    Abstract:

    Drawing on one of the author’s experiences of teaching white teacher candidates in an urban university, this paper argues for the importance of interrogating the ways that benign emotions (e.g., pity and caring) are sometimes hidden expressions of disgust for the Other. Using critical race theory, Whiteness studies, and critical emotion studies, it is shown how Whiteness ideology erroneously translates disgust for people of color to false professions of pity or caring. This phenomenon is particularly interesting because care, sympathy, and love are emotions that are routinely performed by teacher candidates (who are predominantly white females) and embedded in teacher education. Yet not much literature theorizes how these performative emotions are not exempt of Whiteness ideology. To engage in a genuine process of antiracism, we argue that the emotions that undergird teachers’ dispositions need to be critically and sensitively unpacked. We end with implications for teacher education, particularly in relat...

Paul S. Kindstedt - One of the best experts on this subject based on the ideXlab platform.

  • Effect of milk preacidification on low fat mozzarella cheese: III. Post-melt chewiness and Whiteness.
    Journal of Dairy Science, 2001
    Co-Authors: Lloyd Metzger, David M. Barbano, Paul S. Kindstedt
    Abstract:

    The effect of calcium reduction (as a result of milk preacidification) on post-melt chewiness and Whiteness of low fat Mozzarella cheese was determined. Four vats (230 kg of milk per vat) of cheese were made in 1 d using no preacidification (control), preacidification pH 6.0 and pH 5.8 with acetic acid, and preacidification to pH 5.8 with citric acid. Cheese manufacture was repeated on four different days using a randomized complete block design. The total calcium content and the water-insoluble calcium content of the cheese were lower in the cheeses made from preacidified milks. The amount of water-soluble and water-insoluble calcium changed during refrigerated storage, as did pH. The post-melt chewiness and Whiteness of low fat Mozzarella cheese were affected by milk preacidification. The largest level of calcium reduction and modification in post-melt chewiness and Whiteness occurred in the pH 5.8 citric treatment. Multiple regression analysis of post-melt chewiness and cheese Whiteness at 38°C after heating and cooling indicated that both water-insoluble calcium and proteolysis were strongly associated with changes in the post-melt chewiness and Whiteness of low fat Mozzarella cheese. High levels of proteolysis and low levels of water-insoluble calcium were associated with decreased post-melt chewiness and Whiteness of low fat Mozzarella cheese.

  • Whiteness change during heating and cooling of mozzarella cheese
    Journal of Dairy Science, 2000
    Co-Authors: L E Metzger, Paul S. Kindstedt, M.a. Rudan, D M Barbano, Mingruo Guo
    Abstract:

    Whiteness (L-value) changes in low-fat and low-moisture, part-skim Mozzarella cheeses during heating (7 to 60°C) and cooling (60 to 7°C) were evaluated. In low-fat Mozzarella, a large increase in Whiteness was observed during heating, and a decrease in Whiteness was observed during cooling. In low-moisture, part-skim Mozzarella, the Whiteness changes during heating and cooling were smaller. Serum phase was removed from low-fat and low-moisture, part-skim Mozzarella cheeses. White protein gels were formed when the isolated serum phase from either low-fat or low-moisture, part-skim Mozzarella was heated. The white gel that formed was composed predominantly of casein and casein proteolysis products. The gel might have been produced by heat-induced, hydrophobic protein-protein interactions, and it tended to dissociate when cooled. Formation of a gel during heating increased light scattering, which increased the L-value. The gel dissociated during cooling and no longer scattered light, which decreased the L-value. We hypothesized that a gel, which was reversible, formed in the serum phase of cheese during heating and might have been responsible for the observed changes in the L-value of low-fat Mozzarella cheese during heating and cooling. The additional fat in low-moisture, part-skim Mozzarella compared with low-fat Mozzarella masked some of the color changes in the serum phase of low-moisture, part-skim Mozzarella. A model was developed to describe the contributions of the casein matrix plus serum phase of Mozzarella cheese and the contribution of fat to the changes in Whiteness of Mozzarella cheese during heating and cooling.

Mingruo Guo - One of the best experts on this subject based on the ideXlab platform.

  • Whiteness change during heating and cooling of mozzarella cheese
    Journal of Dairy Science, 2000
    Co-Authors: L E Metzger, Paul S. Kindstedt, M.a. Rudan, D M Barbano, Mingruo Guo
    Abstract:

    Whiteness (L-value) changes in low-fat and low-moisture, part-skim Mozzarella cheeses during heating (7 to 60°C) and cooling (60 to 7°C) were evaluated. In low-fat Mozzarella, a large increase in Whiteness was observed during heating, and a decrease in Whiteness was observed during cooling. In low-moisture, part-skim Mozzarella, the Whiteness changes during heating and cooling were smaller. Serum phase was removed from low-fat and low-moisture, part-skim Mozzarella cheeses. White protein gels were formed when the isolated serum phase from either low-fat or low-moisture, part-skim Mozzarella was heated. The white gel that formed was composed predominantly of casein and casein proteolysis products. The gel might have been produced by heat-induced, hydrophobic protein-protein interactions, and it tended to dissociate when cooled. Formation of a gel during heating increased light scattering, which increased the L-value. The gel dissociated during cooling and no longer scattered light, which decreased the L-value. We hypothesized that a gel, which was reversible, formed in the serum phase of cheese during heating and might have been responsible for the observed changes in the L-value of low-fat Mozzarella cheese during heating and cooling. The additional fat in low-moisture, part-skim Mozzarella compared with low-fat Mozzarella masked some of the color changes in the serum phase of low-moisture, part-skim Mozzarella. A model was developed to describe the contributions of the casein matrix plus serum phase of Mozzarella cheese and the contribution of fat to the changes in Whiteness of Mozzarella cheese during heating and cooling.

Song Fang - One of the best experts on this subject based on the ideXlab platform.

L E Metzger - One of the best experts on this subject based on the ideXlab platform.

  • Whiteness change during heating and cooling of mozzarella cheese
    Journal of Dairy Science, 2000
    Co-Authors: L E Metzger, Paul S. Kindstedt, M.a. Rudan, D M Barbano, Mingruo Guo
    Abstract:

    Whiteness (L-value) changes in low-fat and low-moisture, part-skim Mozzarella cheeses during heating (7 to 60°C) and cooling (60 to 7°C) were evaluated. In low-fat Mozzarella, a large increase in Whiteness was observed during heating, and a decrease in Whiteness was observed during cooling. In low-moisture, part-skim Mozzarella, the Whiteness changes during heating and cooling were smaller. Serum phase was removed from low-fat and low-moisture, part-skim Mozzarella cheeses. White protein gels were formed when the isolated serum phase from either low-fat or low-moisture, part-skim Mozzarella was heated. The white gel that formed was composed predominantly of casein and casein proteolysis products. The gel might have been produced by heat-induced, hydrophobic protein-protein interactions, and it tended to dissociate when cooled. Formation of a gel during heating increased light scattering, which increased the L-value. The gel dissociated during cooling and no longer scattered light, which decreased the L-value. We hypothesized that a gel, which was reversible, formed in the serum phase of cheese during heating and might have been responsible for the observed changes in the L-value of low-fat Mozzarella cheese during heating and cooling. The additional fat in low-moisture, part-skim Mozzarella compared with low-fat Mozzarella masked some of the color changes in the serum phase of low-moisture, part-skim Mozzarella. A model was developed to describe the contributions of the casein matrix plus serum phase of Mozzarella cheese and the contribution of fat to the changes in Whiteness of Mozzarella cheese during heating and cooling.