Seeing Through Whiteness

In this paper, I explore a particular formation of institutional racism within academic organizations. First, I detail the recent positive recognition of systemic barriers to inclusion in Canada through the rhetoric and policies from national research funding agencies, university managements, and faculty unions. I go on to suggest, however, that there is a contradiction in the promotional framing of these commitments as ‘inclusive excellence’ because the discourse of excellence implies that the institution is already performing at peak function and hence needs no systemic organizational change. I argue that this contradiction undermines the development of genuine motivations to address exclusions and reduces equity policies to tokenistic promotional branding. The excellence discourse appeals to the vanity of the academics who are being encouraged to be more inclusive, a vanity of ‘excellence’ that is a manifestation of the broader epistemological understanding of our profession as both very intelligent and neutral or objective in our approach to generating and assessing knowledge. This professional epistemology anchors our understanding of why the profession looks the way it does: white ethnic dominance is taken as a reflection of objective merit, which then prevents any consideration of whiteness as a contributing privilege to entering and progressing through the academy. I term this equation of whiteness with our professional capacities as ‘professional snowblindness’ because it prevents recognition of the whiteness of the profession precisely through recourse to our professional skills and capacities. I argue that this ‘snowblindness’ is the particular formation of institutional racism in the academy and, crucially, that it needs to be named and discussed if we are to create genuine motivations for equity.