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2015 - International Communication Association 65th Annual Conference Pages: unavailable || Words: 1013 words || 
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1. Brenneman, Luke. "GIFTS: Using Your Privilege to Teach About Privilege" Paper presented at the annual meeting of the International Communication Association 65th Annual Conference, Caribe Hilton, San Juan, Puerto Rico, May 21, 2015 Online <APPLICATION/PDF>. 2019-04-20 <http://citation.allacademic.com/meta/p985788_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: GIFTS Individual Submission

2017 - The 13th International Congress of Qualitative Inquiry Words: 140 words || 
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2. mcguinness, tara. "Autoethnographic Reflections of White Privilege in Migratory Experiences of Privileged Migrants." Paper presented at the annual meeting of the The 13th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 17, 2017 <Not Available>. 2019-04-20 <http://citation.allacademic.com/meta/p1274348_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The central question of why migration is predominantly a non-white phenomenon and why white people are not categorised as migrants in dominant discourses has only been partially addressed. Scholarship in migration studies has had a tendency to ‘study down’ and focus on non-white migrants, categorised as economic migrants, asylum seekers and refugees. This research aims to ‘study up’ and explore the phenomenon of white migration addressing the invisibility of privileged migration. This allows the dominant narrative to be challenged that characterises non-white groups as migrants and renders whites exempt from examination. This study aims to explore the centrality of white identities and how this impacts dominant discourses in migration (Frankenberg 1993; Dyer 1997; Garner 1997; Alcoff 2015). This research focuses on migration to Sao Paulo, Brazil as a geopolitical setting which is open to skilled workers of the global north.

2016 - American Sociological Association Annual Meeting Pages: unavailable || Words: unavailable || 
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3. Atkins, Celeste. "Teaching Up: Teaching About Privilege Without Being Privileged" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Washington State Convention Center, Seattle, WA, Aug 17, 2016 Online <PDF>. 2019-04-20 <http://citation.allacademic.com/meta/p1119837_index.html>
Publication Type: Informal Discussion Roundtable
Review Method: Peer Reviewed
Abstract: Teaching is an increasingly difficult profession given the current political and economic climate. One of the most challenging aspects of teaching sociology, especially at the introductory level, is helping students understand the concepts of white privilege, male privilege, and how intersectionality works in our society.
This Informal Roundtable Discussion addresses the specific issues of “teaching up” (teaching about privilege when you occupy a historically marginalized position in society).
What does it mean to be a woman, a non-gender conforming person, a gay or lesbian or queer identifying person, a non-Christian, or a person of color teaching Sociology? Furthermore, how do we as people from historically marginalized perspectives teach our often privileged and sometimes close-minded students to recognize their privilege and how oppression works in the world in a non-judgmental, non-confrontational way? What kinds of techniques, approaches or activities make “teaching up” more feasible and help us reach students where they are in their educational journey? How do we leverage students’ own experiences and perspectives to help inform their classmates? These are some of the topics I would like to explore with other sociologists to share best practices and learn new techniques.

2013 - American Sociological Association Annual Meeting Pages: unavailable || Words: 9424 words || 
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4. Gray, Kathleen. "Imperceptible Privilege: How Whites’ Race Talk Obscures Racial Privilege" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Hilton New York and Sheraton New York, New York, NY, Aug 09, 2013 Online <PDF>. 2019-04-20 <http://citation.allacademic.com/meta/p650218_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In this descriptive and explanatory study, I analyze interactions among whites to determine how their discussions of race shape the contemporary racial ideology underpinning white privilege. In eight two-hour self-moderated focus groups, participants routinely attempted to build a coherent theory to explain why some whites are more racist than others. I demonstrate how participants used their stories about other whites’ racist remarks to assess competing explanations for racism. I establish that participants built theories of intersectionality to emphasize racist whites’ lack of nonracial forms of privilege, such as education or life experience. In this article, I discuss these theories of intersectionality and other discursive moves participants used to negotiate contradictory or unsatisfactory evidence of racism. I establish that participants’ race talk reinforced a depiction of racism void of any consideration of white privilege and enabled them to dismiss their own overwhelming evidence of the prevalence of racist beliefs and actions. Although all groups demonstrated this dominant pattern, one group did attempt to keep a focus on white racial privilege. I discuss this deviations and what it suggests about how we approach the teaching of structural, critical, and antiracist interpretations of race/racism.

2013 - ATE Annual Meeting Pages: unavailable || Words: 1909 words || 
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5. Ramirez, Laurie. "“I am White – that’s a privilege.”: White Teachers, White Privilege, and Social Justice Education" Paper presented at the annual meeting of the ATE Annual Meeting, Hyatt Regency Atlanta, Atlanta, Georgia, Feb 15, 2013 Online <APPLICATION/PDF>. 2019-04-20 <http://citation.allacademic.com/meta/p602860_index.html>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: A study of white preservice teachers' engagement with conceptions of Whiteness and White privilege as a lens through which to foster advocacy for socially just educational practices.

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