What Do We Do with The Master’s Tools?: Whiteness, “Nice Racism,” and the South African Tertiary Context

Progressive white scholars, particularly at the juncture of anti-racist ideals and the academic context, can often perpetuate, rather than challenge, racial harm. Unlike the overt racism of the radical right, which can be easily recognised and condemned, the subtle operations of aversive whiteness are far more difficult to confront. Lorde convincingly argued that “the master’s tools will never dismantle the master’s house,” which creates questions such as: Can white scholars use the inevitable credibility and access granted by whiteness to challenge racism? More importantly, can we afford not to? Within the South African higher education system—functioning as a Western institution in the global South—this dilemma becomes especially pronounced. The system embodies the ongoing tension between entrenched colonial legacies and the pursuit of decolonial transformation. This article takes a qualitative approach, drawing on the theoretical perspective of critical studies in whiteness to explore the paradoxical position of white academics who both benefit from, and seek to challenge, systemic racism. Through a combination of literature engagement and auto-ethnographic reflection, it considers how entrenched institutional cultures continue to shape notions of transformation. The article calls for a move beyond performative inclusion towards active, intersectional participation in dismantling whiteness within the academy, specifically situating this inquiry within the context of ongoing efforts towards decolonial curriculum and institutional transformation at Unisa. These reflections mark the starting point of a broader project exploring how white academics can participate in decolonial work without reinscribing coloniality.