Robin DiAngelo, PhD

 

   “This is a brilliant primer to help us consider what it means to think critically and to act for justice.”
—Bill Bigelow, Rethinking Schools magazine

   “The most accessible book on social justice I have ever read! The authors demonstrate that important concepts about social justice and political change can be both understandable and engaging.”
—Mara Sapon-Shevin, Syracuse University

   “This book will help teachers to rethink inequality in systemic terms and to find opportunities for taking action at any moment.”
—Carol Schick, University of Regina

   “This timely book offers a reader-friendly, unflinching approach to answering those questions on social justice that people are often afraid to ask. All critical educators need to get this text in the hands of
their students.”
—Darren E. Lund, University of Calgary

 

Publications in peer-reviewed journals

DiAngelo, R. & Sensoy, Ö. (in press). Getting slammed: White depictions of inter-racial discussions as arenas of violence. Race & Ethnicity in Education.

DiAngelo, R. (2011). White Fragility. International Journal of Critical Pedagogy, 3(3).

DiAngelo, R. (2011). Nothing to add: The role of white silence in racial discussions. Journal of Understanding and Dismantling Privilege,1 (2).

Schroeder, C. & DiAngelo, R. (2010). Addressing Whiteness in Nursing Education:  The Sociopolitical Climate Project at the University of Washington School of Nursing. Advances in Nursing Science, 33 (3) 244-255.

DiAngelo, R. & Flynn, D. (2010).  Showing what we tell: Facilitating anti-racist education in cross-racial teams. Journal of Understanding and Dismantling Privilege, 1 (1) Article 2.

DiAngelo, R. & Sensoy, Ö. (2010).  “Alright! We get it! Now tell us what to do”: Why we can’t just tell you how to do critical multicultural education. Multicultural Perspectives, 12 (2) 97-102.

DiAngelo, Robin J. (2010).  Why Can’t We All Just Be Individuals?: Countering the Discourse of Individualism in Anti-racist Education. InterActions: UCLA Journal of Education and Information Studies, 6(1), . Retrieved from: http://www.escholarship.org/uc/item/5fm4h8wm

DiAngelo, R. & Sensoy, Ö. (2009). We don’t want your opinion: Knowledge construction and the discourse of opinion in the equity classroom. Equity & Excellence in Education, 42 (4) 443-455.

Sensoy, O. & DiAngelo, R. (2009). Developing social justice literacy: An open letter to our faculty colleagues. Phi Delta Kappan. 90 (5), 345-352.

DiAngelo, R. (2006).  The production of whiteness in education: Asian international students in a college classroom. Teachers College Record. Vol 108(10), (p. 1960-1982)

DiAngelo, R. (2006).  My class didn’t trump my race: Using oppression to face privilege. Multicultural Perspectives. Vol 8(1), (pp.51-56).

Sensoy, O. & DiAngelo, R. (2006).  I wouldn’t want to be a woman in the Middle East: White female student teachers and the narrative of the oppressed Muslim woman. Radical Pedagogy. Vol. 8 (1).

DiAngelo, R. & Allen, D. (2006). My Feelings Are Not About You: Personal Experience as a Move of Whiteness. InterActions: UCLA Journal of Education and Information Studies. Vol. 2, Issue 2, Article 2. http://repositories.cdlib.org/gseis/interactions/vol2/iss2/art2

DiAngelo, R. (1997). Heterosexism: Addressing internalized dominance. Journal of Progressive Human Services, Vol. 8(1), (pp.5-22).

Teacher Preparation Critical Reflection and Pedagogy (in press). Encyclopedia of Diversity Education. NY: Sage.

White Teachers, Teacher Preparation for Diversity (in press). Encyclopedia of Diversity Education. NY: Sage.

DiAngelo, R. (2009). Culturally responsive teaching and urban education. In Koppleman, K. Understanding human differences: Multicultural education for a diverse America. Third edition. Section 4. New York: Pearson.

DiAngelo, R. (2008). My class didn’t trump my race: Using oppression to face privilege. Reprinted in: Koppelman, K. (Ed.) (2009).  Perspectives on Diversity: Selected Readings, 340-344. Allyn & Bacon: New York.

DiAngelo, R. (2006).  “I’m leaving!”: White fragility in racial dialogue.  In B. McMahon & D. Armstrong (Eds). Inclusion in Urban Educational Environments: Addressing Issues of Diversity, Equity, and Social Justice (213-240). Centre for Leadership and Diversity. Ontario Institute for Studies in Education of the University of Toronto.

Books

Sensoy, Ö. & DiAngelo, R. (2012). Is everyone really equal?: An introduction to key concepts in critical social justice education. NY: Teachers College Press.  Written by invitation of James Banks for his Multicultural Education series with Teachers College Press, this book provides an introduction to key concepts in critical social justice. Written to be accessible to a cross-national lay audience, including undergraduates, teachers, staff, administrators, and workplace diversity committees. Co-written with Canadian scholar Özlem Sensoy of Simon Fraser University.

DiAngelo, R. (under contract and preparation). What does it mean to be White?: Developing White racial literacy. NY: Peter Lang. This book is for the Peter Lang series: Studies in the Postmodern Theory of Education, edited by Shirley Steinberg. The book is written to be accessible to both academic and non-academic readers and will provide the conceptual framework necessary for White people to think critically about race and answer the essential question: What does it mean to be White in a society that proclaims race meaningless, yet is deeply divided by race?