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This pattern is becoming all too familiar: whiteness is often equated with oppression, and the rhetoric frequently vilifies individuals for their skin color. Instead of fostering constructive dialogue, critics say, these courses deepen societal divides under the guise of education.
The class is taught by Barnor Hesse, an Associate Professor of Black Studies, Political Science, and Sociology, and the Director of Undergraduate Studies in the Department of Black Studies at Northwestern. According to his biography, Hesse specializes in “decolonial questions of colonial-racial modernity” and the political dynamics of the Black Diaspora.
Hesse’s academic work delves deeply into critical race theory, with research interests spanning “Black Political Thought,” “Critical Race Studies,” and “Decolonial Studies.” He holds a Ph.D. from the University of Essex in the United Kingdom and is known for his controversial theories about the so-called “8 identities of White people.”
Hesse’s framework categorizes White identities in ways that some consider inflammatory and reductive. In his own words, “There is a regime of whiteness, and there are action-oriented white identities.” He argues it’s time to “build an ethnography of whiteness,” flipping the narrative on traditional racial discourse.
Here are Hesse’s classifications of White identities:
- White Supremacist: Preserves and values White superiority.
- White Voyeurism: Fascinated by non-whiteness but avoids challenging White supremacy.
- White Privilege: Critiques White supremacy while benefitting from normalized White rule.
- White Benefit: Supports racial issues privately but remains silent publicly to maintain societal advantages.
- White Confessional: Acknowledges whiteness to gain validation from people of color.
- White Critical: Exposes and critiques the regime of whiteness.
- White Traitor: Actively works to dismantle White institutions.
- White Abolitionist: Seeks to eliminate systemic whiteness altogether.
Hesse’s academic career, according to critics, appears rooted in divisive ideologies that exacerbate tensions rather than bridge gaps. While his supporters argue he sheds light on structural inequalities, detractors see his work as inflammatory race-baiting that unfairly targets White individuals.
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The broader concern lies in the trend across American universities, where education seems increasingly intertwined with political and ideological agendas. Critics say these institutions, rather than fostering critical thinking, are becoming echo chambers of propaganda.
The introduction of courses like “Unsettling Whiteness” raises questions about the role of academia in shaping societal discourse. While universities should encourage dialogue and exploration of complex issues, critics argue that promoting narratives of guilt and division serves no productive purpose. As this course sparks debate, it’s clear that the conversation about race, identity, and education is far from over.
