49.028 - The Meaning and Matter of Materialist (Anti)racisms in Educational Research

Session Type: Symposium

Abstract

Research on racism in education tends to be framed by inquiries into identity, representation, and values, with extant studies documenting the ways that racial beliefs inform various policy shifts, pedagogical approaches, and human relationships in schools. Less often do we ask how racism is imbricated in the social reproduction of class inequities. Drawing from empirical studies in a range of sites in the US and Europe, the aim of this session is to advance decidedly materialist race research in education, that explains how racisms, as constructed cultural-ideological meanings, manifest and morph to exact explicit, discernible material impacts in the lives of students, families and communities of color.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 2: Decolonizing, Transnational and Indigenous Inquiry

Chair

• Michael J. Dumas, University of California - Berkeley

Papers

• Education and Material Coloniality: Deviating From Linearity - Lisa (Leigh) Patel, Boston College

• (De)Materializing White Advantage: Parents Involved and the Racial Innocence of "Community Schools" - Michael J. Dumas, University of California - Berkeley

• From Language as Resource to Language as Struggle: Developing a Material Antiracist Vision of Bilingual Education - Nelson Flores, University of Pennsylvania

• The Material Consequences of Concern: Liberal Epistemologies of Racial Exclusion in Immigrant Education - Reva Jaffe-Walter, Montclair State University

Discussant

• Eve Tuck, University of Toronto