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Cooperative Inquiry as a Strategy for Facilitating Perspective Transformation


by The European-American Collaborative Challenging Whiten January 28, 2002

This paper uses the lens of transformative learning theory to describe an empirical study of how people with the power and privilege conferred by White skin used cooperative inquiry as a self-directed learning strategy to change their consciousness and behavior. The research results are presented as a narrative analysis of one woman's transformation. Through Eleanor's own words, we trace her transformation from a "typical liberal" who evades consciousness about unequal power structures and examine how she adopts a broadened perspective in which she confronts her own "prejudiced thoughts" and becomes a leader in working for improved consciousness about diversity in the community college where she teaches.


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Cite This Article as: Teachers College Record, Date Published: January 28, 2002
http://www.tcrecord.org ID Number: 10879, Date Accessed: 3/25/2017 5:47:41 PM

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About the Author
  • The European-American Collaborative Challenging Whiten
    California Institute of Integral Studies
    E-mail Author
    The European-American Collaborative Challengin Whiteness fosters research and learning about the subject of White Supremacist Consciousness. The use of collective authorship under the name of the Collaborative reflects our understanding of the way in which knowledge is constructed. Members came together originally through their association with a cultural consciousness project at the California Institute of Integral Studies in San Francisco. The members of the Collaborative are Carole Barlas, Elizabeth Kasl, Alex MacLeod, Doug Paxton, Penny Rosenwasser, and Linda Sartor. Past member Roberta Kyle is an important contributor. Recent writings include "A multiple-group inquiry into Whiteness," (2002), and "Learning to unlearn White supremacist consciousness," (2002).
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