`White privilege': A mild critique1

Abstract

White privilege analysis has been influential in philosophy of education. I offer some mild criticisms of this largely salutary direction — its inadequate exploration of its own normative foundations, and failure to distinguish between `spared injustice', `unjust enrichment' and `non-injustice-related' privileges; its inadequate exploration of the actual structures of racial disparity in different domains (health, education, wealth); its tendency to deny or downplay differences in the historical and current experiences of the major racial groups; its failure to recognize important ethnic differences within racial groups; and its overly narrow implied political project that omits many ways that White people can contribute meaningfully to the cause of racial justice.