Critical race courses challenge today’s college students to cognitively grapple with issues of justice and the good society. In some instances, these challenges lead to positive, relational growth-fostering attitudes and behaviors. Transformative learning educator Jack Mezirow’s approach to facilitating cognitive shifts appears especially promising in its ability to promote such outcomes. In our own work, we apply this frame to guide our teaching, with an aim toward fostering and studying racially privileged (i.e., White) students’ cognitive shifts around the meaning of whiteness. The present case study is an in-depth description of one student’s whiteness frame of reference elaboration. Several tentative contributions to Mezirow’s theory emerge as a result. Namely, whiteness frame of reference elaboration may include (1) periods of cognitive homeostasis in addition to disruption, (2) positive affective experiencing in addition to negative affect, and (3) shifts in cognition that are subjectively encoded within the context of affective experiencing.

中文翻译：

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批判性白度教育和认知参考框架阐述：一个深入的转型案例描述

批判性种族课程挑战当今的大学生在认知上应对正义和良好社会的问题。在某些情况下，这些挑战会导致积极的、促进关系增长的态度和行为。变革性学习教育家 Jack Mezirow 促进认知转变的方法在促进此类结果的能力方面似乎特别有前途。在我们自己的工作中，我们应用这个框架来指导我们的教学，旨在培养和研究种族特权（即白人）学生围绕白人含义的认知转变。本案例研究是对一名学生白度参考框架的深入描述。结果出现了对 Mezirow 理论的几个初步贡献。即，