Impossible Sanctuary, Necessary Refuge: Institutional Limits and the Possibilities of Community in Serving Marginalized Students

Session Type: Symposium

Abstract

The history of U.S. schooling includes strong currents of oppression and transformative resistance. Schools subjugate many students, including through the history of boarding schools for Native American children (Adams, 1995), under-funded and over-policed schools in Black communities that funnel young people into prisons (Wald & Losen, 2003), and repression of queer/trans life (Keenan, 2017). Yet, schools have been pivotal sites of power-building for the same communities (Anderson, 1988; McCarty, 2002). When educational researchers aspire to engage stakeholders, we must consider the implications of this tension. This symposium explores the question of what research can offer to educational justice in U.S. schooling by interrogating the limits of institutional protection and considering fugitive possibilities within schools.

Sub Unit

• Division G - Social Context of Education / Division G - Section 4: Policies, Mattering, and Praxis

Chair

• Roland Sintos Coloma, Wayne State University

Papers

• In but Not of the Institution: A Critical Racial Affinity Approach for Educators of Color - Farima Pour-Khorshid, University of San Francisco

• Race as Unintellectual - Asad Rahim, University of California - Los Angeles

• Schools Are Not Made for Children: Critical Educators and the Criminality of Care - Harper Benjamin Keenan, University of British Columbia; Kyle M. Halle-Erby, University of California - Los Angeles

• Black Boys and the End of Opportunity and Respectability   - Kyle Beckham, Stanford University

Discussant

• Shirin Vossoughi, Northwestern University