Progressive Schooling, Virtue Hoarding, and the White Mom Imaginary

• In Event: Philosophical and Theoretical Considerations

Abstract

This conceptual paper examines the invisibility of whiteness and class within discourses surrounding progressive schooling philosophies such as Montessori, Reggio Emilia, and Steiner/Waldorf. We interrogate how these pedagogies are appropriated as markers of capitalist status. Drawing on Hunter Knight's exploration of innocence production in progressive schooling and Sally Hasslanger's contextual understanding of race, we engage George Lipsitz's discussion of the “possessive investment in whiteness” and Catherine Liu's concept of virtue hoarding. Our inquiry is situated outside the U.S., comparing observations from teaching in Italy with experiences in U.S. contexts. Employing dialogic reflexivity and critical discourse analysis, we scrutinize public discussions and aesthetic appeals of progressive schooling, revealing their racialized implications. Ultimately, we highlight how progressive whiteness undermines efforts to confront racism and challenge redistributive initiatives. This study contributes to understanding the racial and class dynamics embedded in progressive schooling, essential for addressing systemic inequalities in education.

Authors

• Elena Hatton Silverman, Indiana University - Indianapolis

• Maureen N. Coomer, Colorado College