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The essay rejects progress narratives that suggest the profession has moved into a truly critical space, especially by highlighting white supremacy’s absence in both foundational texts and critical library instruction. Through critical race theory, emergent strategy, and race- and culture-centered pedagogies, it frames teaching and learning against and through white supremacy, ending with an urgent, hopeful confrontation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dreaming-revolutionary-futures-critical-race-centrality-to-ending-white-supremacy/599131/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dreaming-revolutionary-futures-critical-race-centrality-to-ending-white-supremacy/599131.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the essay argue is missing from Critical Library Instruction: Theories and Methods?","Question",{"text":112,"@type":113},"It argues that the work dangerously lacked a centering critique of white supremacy as a structure of domination.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the authors view “progress narratives” in library and teaching contexts?",{"text":117,"@type":113},"They reject progress narratives that portray librarianship as having arrived at a critical space, arguing that such narratives conceal roots of racialized oppression and suggest critical perspectives have no place in the field.",{"name":119,"@type":110,"acceptedAnswer":120},"What frameworks and pedagogies does the essay use to respond to white supremacy?",{"text":121,"@type":113},"The essay draws on critical race theory, emergent strategy, and cultural and race-centered pedagogies that emphasize humanizing and sustaining ways of understanding and being.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599131,1792171679,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Communications in Information Literacy  \n\n| Volume 14  Issue 1 | Article 2 |\n| --- | --- |\n| 6-2020\u003Cbr>Dreaming Revolutionary Futures: Critical Race’s Centrality to Ending White Supremacy\u003Cbr>Sofia Y. Leung\u003Cbr>[sofiayleung@gmail.com](sofiayleung@gmail.com)\u003Cbr>Jorge R. López-McKnight\u003Cbr>[jorge.ricardo.lopez.mcknight@gmail.com](jorge.ricardo.lopez.mcknight@gmail.com)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nLeung, S. Y., & López-McKnight, J. R. (2020) . Dreaming Revolutionary Futures: Critical Race’s Centrality to Ending White Supremacy. Communications in Information Literacy, 14 (1), 12-26. Retrieved from  \n[https://pdxscholar.library.pdx.edu/comminfolit/vol14/iss1/2](https://pdxscholar.library.pdx.edu/comminfolit/vol14/iss1/2)  \nThis Perspective is brought to you for free and open access. It has been accepted for inclusion in Communications in Information Literacy by an authorized administrator of PDXScholar. For more information, please contact [pdxscholar@pdx.edu](pdxscholar@pdx.edu).  \nDreaming Revolutionary Futures: Critical Race’s Centrality to Ending White Supremacy  \nSofia Y. Leung  \nJorge R. López-McKnight  \nAbstract  \nCritical Library Instruction: Theories and Methods dangerously lacked a centering, and critique, of white supremacy, as a structure of domination; we see the continuation of that active avoidance, or a progress approach through liberal or multicultural frameworks that do not precisely identify roots of racialized oppression, in critical librarianship currently. In this essay, we reject progress narratives depicting the profession as having arrived, or even moved further, to a critical space, paying particular close attention to the absence of white supremacy, not only in the text Critical Library Instruction: Theories and Methods but in critical library instruction. We then explore our teaching and learning experiences against, and through, white supremacy—while interrogating, and responding to critical library instruction—by drawing on critical race theory, emergent strategy, and cultural and racecentered pedagogies that offer humanizing and sustaining ways of understanding and being. Finally, we close by moving towards an urgent confrontation with white supremacy, carrying radical hope and imagining liberatory futures for ourselves, communities, libraries, and world.  \nKeywords: critical race theory, racism, white supremacy, library instruction, identity, racecultural radical pedagogy, Critical Library Instruction  \nSpecial issue edited by Maria T. Accardi, Emily Drabinski, and Alana Kumbier  \nLeung, S., & López-McKnight, J. (2020). Dreaming revolutionary futures: Critical race’s centrality to ending white supremacy. Communications in Information Literacy, 14(1), 12– 26.  \nDreaming Revolutionary Futures: Critical Race’s Centrality to Ending White Supremacy  \nTransform yourself to transform the world.  \n-Grace Lee Boggs  \nGreat teaching will always be about relationships[,] and programs do not build relationships, people do.  \n-Duncan-Andrade, 2009, p. 452  \nLand Acknowledgement  \nWe wish to recognize and honor the unceded lands ofthe Wampanoag and the Tonkawa, Lipan Apache, and Comanche upon which we write these words. We ask that you, as we have tried and continue to do, support these tribes by doing your part to research the people whose land you have settled on/are guest on and find ways to act in solidarity with them.  \nIntroduction  \nIn 2010, when Critical Library Instruction: Theories and Methods arrived, the Obamas were in the White House; Camila Alire, the first Latinx president of the American Library Association (ALA), was finishing her term; the U.S. was climbing out of the great recession of 2008; and “colorblindness” 1 had been traded in for a post-racial mythology. I","cbCaids0gm1ov6SQ","https://ap.wps.com/l/cbCaids0gm1ov6SQ","pdf",189915,16,"English","# Abstract\n# Keywords\n# Land Acknowledgement\n# Introduction\n## Progress narratives and critical library instruction\n## White supremacy and ongoing racial violence in libraries\n## Incremental change vs structural transformation","[{\"question\":\"What does the essay argue is missing from Critical Library Instruction: Theories and Methods?\",\"answer\":\"It argues that the work dangerously lacked a centering critique of white supremacy as a structure of domination.\"},{\"question\":\"How do the authors view “progress narratives” in library and teaching contexts?\",\"answer\":\"They reject progress narratives that portray librarianship as having arrived at a critical space, arguing that such narratives conceal roots of racialized oppression and suggest critical perspectives have no place in the field.\"},{\"question\":\"What frameworks and pedagogies does the essay use to respond to white supremacy?\",\"answer\":\"The essay draws on critical race theory, emergent strategy, and cultural and race-centered pedagogies that emphasize humanizing and sustaining ways of understanding and being.\"}]","Dreaming Revolutionary Futures - Critical Race - Centrality to Ending White Supremacy | PDF",1792088218]