So this is an ideology that any person could potentially be at risk of—at least to the degree that they buy into such notions.
If we extend this evidence and logic of whiteness as a risk factor to state-level, "official curriculum," then the cultural and linguistic chauvinism that it harbors, I would argue, makes it a risk factor to our youth as a whole, as well. Stated differently, we need to incorporate in a full and complete manner the stories, histories, cultures, languages, theoretical frameworks, ways of knowing and being, into schools through Ethnic Studies and a critical multilingualism that embraces an Ethnic Studies approach to curriculum and pedagogy.
This would not only help minorities feel and be included in meaningful ways in what counts as education, but it is an antidote to the power-evasive, power-neutral, white- and English-mostly blinders that are responsible for so much suffering in the world.
Can you even begin to imagine just how many people that went down a hostile, violent path and hurt or killed black and brown people, or women of any color, who could have been helped by an inclusive curriculum that is founded on the humanity of all?
Lest you think I'm simplistic, do consider that curriculum reproduces consciousness, meaning what we know, how we know it, and the underlying assumptions of that knowledge. This notion that curriculum reproduces consciousness is foundational to curriculum studies and the sociology of education. Like schools, generally, curriculum not only reflects and maintains society, but it also re-creates it. Why else are State Board of Education curriculum battles so high-profile and important?
There are a lot of helpful readings on white privilege and the ideology of white supremacy. Here is a good one that I read today titled, My Fellow White People: This Is What’s Meant By ‘White Privilege.’
Teachers, professors, and educators, we must incessantly chip away at the false narrative of white superiority. As Dr. Metzl demonstrates, people's very lives and well-being are at stake. Thanks to Dr. Metzl for his life-saving work. Kudos to Leonard Pitts, as well, for raising the crucial question of who or what will save whiteness from itself.
It is abundantly clear to me that we as a polity need to engage the politics of curriculum and address everywhere, in every school and district in every state, errors of facts, interpretation, and omission in that which is regarded as "official knowledge."