Notes on: Burton, S. (2015) The Monstrous ''White
theory boy'': Symbolic Capital, Pedagogy and the
Politics of Knowledge Sociological Research
Online, 20 (3), 14
<http://www.socresonline.org.uk/20/3/14.html>
DOI: 10.5153/sro.3746
Dave Harris
[Much-needed discussion of how hegemonic
White theory is actually taught by real
'White theory boys' instead of caricatures.
Raises implications for epistemic racism and
decolonisation]
'White theory boy' is hegemonic perpetuating
White ness and patriarchy in academia. For
example De Benedicts was shocked to
see a majority White male panel at a
conference which was ostensibly about feminism,
all citing Anglo phone male cultural theorists.
White European men also dominated
contemporary sociology, buttressed by citation
practice and 'disciplinary origin stories',
foundational epistemologies and 'their inculcation
through pedagogical strategies' (2).
We can grasp this better through a 'textured,
intersectional feminist analysis' however. Actual
White men who do theory 'rarely hold the sort of
monolithic power we might first assume' and there
is a more 'critical and finely grained account the
relationship between power, knowledge and social
status'. The 'White theory boy' has been demonised
and privileged by a number of practices, and thus
monstered, but we can contrast this by
'ethnographic observations on material from
engagement' with actual 'White theory boys'. We
then discover that it's really about 'being able
to demonstrate and perform types of symbolic
capital'.
She has experienced the problem herself by relying
a lot in her work on Bourdieu, a classic dead
White man. It is impossible to avoid such people,
despite frustration. They are necessary, even
though they have become 'a byword for hegemonic
epithets'(3), an easy shorthand which masks 'more
subtle imaginations of domination and power'. It
is these forms of power which we need to analyse,
and which allow only some to perform the role of
'White theory boy'.
There are advantages in performing this role, and
there are links with the empire and imperialism,
Eurocentrism, racial segregation, patriarchy
[references for each], which has raised other
voices. Performing the role of 'White theory boy'
demonstrates allegiance to these identities. It
has become 'ingrained into the fabric of
sociology', naturalised, seen in 'citation
practice and canonicity'.. However the figure also
provides intellectual engagement, and is also an
aid to exposing domination.
The common legend is that social theory is
populated by dead White men, and that this confers
intellectual legitimacy, seen in canonicity
[references], as in the holy Trinity, and the
presentation in contemporary textbooks founding
fathers. Non-European scholarship is excluded or
even erased. Other qualities are necessary to
enter the canon, according to Outhwaite — being a
general theorist, specialising in class, gender or
ethnicity, dealing with broad narratives. However
there are crossovers here, and Burton suggests
that there is a slide between these general
narratives and an avoidance of social structures
and issues of identity that help us understand
power relations best, and elision with the
'hegemonic… Realistically speaking, the "general"
is a heterosexual middle-class White Anglophone
man'. The tradition is also silent about itself,
as Bourdieu notes. White men are universal and
invisible. Postcolonial scholars point to the lack
of African sociology, and explain this as a lack
of economic forces in African universities and in
Africa, which got detached from 'post-Second World
War epistemic communities like the International
Sociological Association'. Further marginalisation
might have taken place with the abandonment of
'traditional (and dominant) modes of studying
sociology' (4). There is also a kind of
ghettoisation, where Black sociology has been seen
as primarily about race and knowledge production [
Bhambra].
Citation practice is a 'reproductive technology'
which preserves the 'dominant symbolic' and
clearly links to pedagogy via reading lists. It
has been raised by campaigns such as '"Why is My
Curriculum White ?". If anything departs from the
canonical, it tends to be marginalised.
Citations both reproduce bodies and voices and
demonstrate allegiance and credentials [we might
need Merton here on gift giving]. It reproduces
dominant social groups, commitment to certain
bodies and traditions, which are naturalised, and
really 'the result of quiet processes of
orthodoxy… Supporting the dominant intellectual
tradition' (5). Sociologists commonly align
themselves with and identify with traditions,
often with names of dead White men and this is
credentialist, and we can borrow some of their
power.
She carried out a small empirical study of social
theory courses, 39 departments who submitted to
the 2008 RAE panel, concentrating especially on
race, ethnicity and gender and speaking to those
'White theory boys' who taught social theory,
focusing especially on three institutions, one an
ancient Scottish university, another a
'multi-ethnic "plateglass" university based in
central London' with high international intake,
and the third a '19th-century "redbrick" and a
largely White working class city in the north of
England, but also in the Russell group, with a
high intake from private education institutions'.
All the academics were 'White , multilingual,
European men' [it seems some of them were
non-English].
She looked at authors on essential reading lists.
In the first HEI there is a general course moving
from classical to contemporary theory and of the
30 authors, 17 were White men and 10 White women,
one male POC two female POC, in the second 37
White men six White women and no POC, and another
course 29 White men eight White women and one
female, in the third institution on the general
social theory module 31 White men five White women
one male POC three female POC. The focus tended to
be individual thinkers like Marx, Durkheim and
Weber, Bourdieu, Habermas and Mead, all White men
with one exception, usually classic, with women
and POC more homogenised. All stressed the need to
teach the classic triumvirate and male thinkers
who had shaped the body of thought.
Nevertheless, the 'White theory boys' were aware
of institutional sexism and racism and its
replication via the canon, but 'felt that students
would be at a distinct disadvantage were they not
to learn about these dominant men' (6), and not so
disadvantaged if they did not focus on the
epistemologies of women and other marginalised
theorists. 'This demonstrates the power of
hegemonic White , male, Western theory'. They did
contain brief periods of study of feminism or
global/postcolonial sociology, but the discussion
was framed in terms of 'solely to talk about being
non-hegemonic… Theorising difference or
diversity', preserving relations of norm and
other. This could be seen as progressive but
'simultaneously continues to set the non-hegemonic
apart as alien'.
However, the 'White theory boy' is a
two-dimensional figure and there are multitudes of
problems of inequality. It is too easily
identified as a central figure by a number of
commentaries. It summarises the problem and
personifies it, but it helps us talk about the
problem without targeting anybody specific.
However, this figure has turned into an unhelpful
'monster' covering over nuance. (7)
The monster in psychoanalysis and elsewhere is
usually seen as a metaphor for the beastliness of
humanity, although they also marked the boundary
between human and nonhuman. They can be venerated.
In feminist discourse the 'White theory boy'
becomes a classic monster, both the relic of the
past and as a spokesman for the future of cultural
studies [in the case of De Benedictis earlier],
and her 'disgust at the scene pulls in notions of
atavism'. It echoes a darker time before feminism,
CRT and so on, where '"not to cite White men is
not to exist"' [citing Ahmed this time]. However,
this can divert attention from canonical and
mainstream social theory itself.
Monstering is also othering, a form of abjection,
targeting particular figures to express anger at
inequalities, mocking people. It might mock
problems of hegemony and 'classism, sexism and
racism' (8), but it does miss 'a whole range of
intersectional thought and scholarship [and]…
Breeds intellectual myopia'
Whiteness and maleness are understood as
'monolithic categories', a reverse of the
misunderstanding of femaleness and being a POC,
entirely negative. Instead it should be seen as a
role to be performed, with some sympathy.
Hegemonic identities 'can be instances of
performance' showing capital at work, not
consonant always with the 'lived experience of
those who potentially fit into this figure'. She
discovered this discussing canons, selfhood,
social identifications, teaching, power and
privilege' with actual 'White theory boys'.
One theme was the need for a safe space to wield
the power of being White and a man, as a
performance This requires cultural capital, to
manage some of the tensions like having been
reasonably privileged as an academic, and managing
'class, geographical location and capacity for
cultural interactions… Dexterity with language… A
wide range of academic networks among more senior
scholars: education at elite institutions',
managing jobs at different institutions,
publishing, international speaking engagements,
maintaining status in academia. One 'White theory
boy' talked about how low stocks of cultural
capital in childhood produced problems in his
ability to have certain forms of work taken
seriously, for example because it relied on
translated rather than original French works.
However he did acknowledge his privilege as
fitting into 'the expected notion of the type of
person who makes theoretical interventions [!] And
that he is able to draw on typical objective
understandings of Whiteness and maleness in order
to move with ease through the discipline' Burton
describes this as 'a form of "passing"', not full
becoming. All the 'White theory boys' she talked
to 'did not feel the most comfortable stable
identities', and all talked about the difficulties
in not speaking their native language, 'the
emotional labour of writing', imposter syndrome
when performing the role of theorist, 'never being
quite sure if your accent is acceptable' they
recognise they were fitting into privileged
categories but that there was strong contestation
of these. They felt no allegiance to the figure of
'White theory boy' and expressed some frustration
and discontent 'with the dominant modes of canon
building and knowledge making in social theory.
There was a strong intersection with 'notions of
class, especially working class identities' (9).
Whiteness can also be a form of passing given the
'multiplicity of White ethnicities', and this can
be seen in canonical figures such as Bourdieu,
Jewish people like Marx and Durkheim, those who
showed physical or mental disability and had
mental breakdowns like Weber or Althusser, which
affected their work and also the public
perceptions of them. This might even indicate
'common or shared grounds between the hegemonic
and the dominated'.
Social theory canons and the pedagogical strategy
are based on 'ingrained institutional and
epistemological racism and sexism' through
'selections of particular versions of knowledge'.
We need to name it to tackle it, but we have to be
careful about 'what — and who — is at the source
of the trouble' and avoid simple categories of
Whiteness and maleness. This will overlook
hegemonic power. We need a more intersectional
analysis to look at gender, class, disability,
linguistic, [sic] emotion, location, history and
religion which are at the core of social
identities and domination'. Being White and male
is advantageous and can be used to perform power,
but we have to be careful not to assume unfettered
and easy access to the dominant symbolic. The
'White theory boy' and the dead White man has
become a monster, but it is too homogeneous and
simplifies the problem. In fact, 'few 'White
theory boys' feel an easy privilege' they
are capable of reflexive attempts to account for
their advantage and they sometimes fail at it, and
this opens a space for more discussion rather than
straightforward opposition. We should understand
that 'White theory boy' has engaged in 'a
performance or maquerade' and this can help us
better understand and critique 'the constructs of
hegemony'. We should see individuals performing
this role as navigating difficult situations, and
only 'showing external allegiance to dominant
notions and identifications'.
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