"Hmm, I Guess That Is Racism": High-Achieving Black Students' Epiphanies on Symbolic Violence

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-16 - Black Children and Education

Abstract

Through in-depth semi-structured interviews with high-achieving, Black high school students, the author explores the effects symbolic violence has on their social and academic identities. Highlighting the gentle and imperceptible nature of symbolic violence, it was discovered that their schooling experiences are laced with undertones of invisible, yet violent attacks. It is almost impossible for students to pinpoint symbolic forms of violence although they are subjected to it by simply being present at school. Black students must be trained on the social tools of Critical Race Theory in order to move toward the creation of an educational space where they can liberate themselves, the schools, administrators, and teachers responsible for the perpetuation of mainstream, white norms and values that oppress them.

Author

• Justin Avery Coles, Fordham Graduate School of Education