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Session Type: Symposium
Grounded in Woodson’s notion that there would be “no lynching if it did not start in the school room,” scholars on this panel argue that schooling, and to some degree all those involved in the schooling process, is responsible for the broader sociocultural norms and values that allow the everyday violence against people of color in the United States. More specifically, contributors utilize understandings in contemporary curriculum theory and its antecedents in order to conceptualize how curriculum studies can explicitly attend to raced and racist educational ideas and ideals while actively resisting the socoicultural norms and values that renders such racism sensible.
Educational Choking, Lynching, and the School-to-Coffin Pipeline: The In-Between of Queer Youth of Color in Schools - Boni Wozolek, Loyola University Maryland
Loving Black People as a Form of Political Resistance - Denise M. Taliaferro Baszile, Miami University
Revisiting Curriculum as Racialized Text: The Myth and Math of Black Lives Matter - Sherick A. Hughes, University of North Carolina - Chapel Hill
A Call for All Black Lives - Lance Trevor McCready, University of Toronto
Getting Schooled: A Curriculum of Lying, Choking, and Dying - Walter S. Gershon, Kent State University