ABSTRACT
One component of Whiteness as property that is critical to our understanding of teacher constructions of White privilege and race power is ‘the continued right to determine meaning’. The teachers above engaged in this right by taking the concept of White privilege presented in the trainings and adopting and adapting elements of the concept in ways that fit a pre-existing racial framework. Evidence that White property is individualized by Whites and White institutions and not recognized as collective emerged in our interviews. This chapter focuses on stories from teachers and administrators that illustrate how they viewed themselves as either individuals or as members of groups. Strikingly, acknowledging a kind of White privilege is a form of entrenching White property by extending formal equality through the hyper-individualized discourse of liberal self-awareness.
