73.027 - Race, Discourse, and Justice: Making Intelligible the Unconscious of Structural White Supremacy in Education

Session Type: Symposium

Abstract

Scholars need to think seriously about how research constructs discourses that creatively maintain white racial domination. Racial domination employs a hermeneutical imposition that regulates the interpretive process, ensuring that meanings that support the interests of the dominant group and reify racial hierarchy and injustice are legitimated over others. These discourses of white supremacy work iteratively at material and psychic levels. They animate racialized behavior and communicative action in educational spaces. They also construct repressed, unconscious forms of knowledge that must be recovered through critical interpretive processes. Drawing from various critical theories, panelists re-imagine approaches to research on hermeneutics, white psychology, antiracism, and desegregation that make analyses of racial discourse more central.

Sub Unit

• Division G - Social Context of Education / Division G - Section 4: Social Context of Education Policy, Politics, and Praxis

Chair

• Zeus Leonardo, University of California - Berkeley

Papers

• Race and Critical Hermeneutics: Toward a Racial Conflict Theory of Interpretation - Ricky Lee Allen, University of New Mexico

• White Skin, Black Friend: A Fanonian Application to Theorize Racial Fetish in Teacher Education - Cheryl E. Matias, University of Colorado - Denver

• White Immunity: Working Through the Pedagogical Pitfalls of "Privilege" - Nolan L. Cabrera, The University of Arizona

• Neighborhood Schools: Contradictory Spaces of Disenfranchisement and Hope - Donyell Lakishka Roseboro, University of North Carolina - Wilmington

Discussant

• Mark Giles, The University of Texas - San Antonio