Anti-racism as Symbolic Belief: An Alibi for Inaction in Education

• In Event: Theoretical Constraints in Teacher Education

Abstract

In teacher education programs (TEPs), many faculty and students have a habit of using the term “anti-racism” as though it refers to some monolithic approach or a homogenous stance. Even when some faculty or students talk about differences in conceptualizations of anti-racism, they tend to focus on superficial differences, such as those involving implementation, without considering the possibility that they are still grouping distinct epistemologies and ontologies of antiracism under this one term. In this paper, I argue that if we examine this matter more carefully, we will see that anti-racism, as framed and mediated through the neoliberal grammars of diversity, equity, and inclusion policies in higher education actually constitutes a type of public celebration of a symbolic belief rather than a way of being in the world (Author, 2022). In short, as a symbolic belief, believing in anti-racism becomes more important than actually doing antiracism.

Author

• Ramon Vasquez, University of Minnesota-Twin Cities