Color-evasive free speech ideology: a conceptual analysis of free speech as racial oppression in U.S. higher education

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Critical Studies in Education Pub Date : 2021-08-19 DOI:10.1080/17508487.2021.1955718

Ashley N. Robinson

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Abstract

ABSTRACT In this essay, I draw on the socio-historical context of free speech and hate speech in U.S. public higher education and the concepts of color-evasiveness and free speech ideology to conceptualize a color-evasive free speech ideology. The ideology I conceptualize is characterized by a prevailing belief that protecting and defending free speech rights is the only way to ensure democracy and equality, regardless of the racial harm and violence enacted by speech, and to the degree that those who challenge racist hate speech should be punished as a threat to free speech. I then explore three recent events to contextualize color-evasive free speech ideology: higher education professional organizations’ responses to the release of Executive Order 13864 (Improving Free Inquiry, Transparency, and Accountability at Colleges and Universities) in March 2019 and two institutional-level examples of controlling student behavior through selective and racialized protection of free speech. I discuss the examples to illustrate how color-evasive free speech ideology upholds white supremacy and conclude with implications for scholars and practitioners, urging a critical troubling of color-evasive free speech ideology in future research and practice.

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回避肤色的言论自由意识形态:美国高等教育中作为种族压迫的言论自由的概念分析

摘要在本文中，我借鉴美国公立高等教育中言论自由和仇恨言论的社会历史背景，以及肤色回避和言论自由意识形态的概念，来概念化一种肤色回避的言论自由意识形态。我概念化的意识形态的特点是普遍认为，保护和捍卫言论自由权是确保民主和平等的唯一途径，无论言论造成的种族伤害和暴力，并认为那些挑战种族主义仇恨言论的人应该受到惩罚，视为对言论自由的威胁。然后，我探讨了最近发生的三件事，以将回避肤色的言论自由意识形态置于情境中：高等教育专业组织对2019年3月发布的第13864号行政命令（改善高校的自由调查、透明度和问责制）的回应，以及通过选择性和种族化保护控制学生行为的两个机构层面的例子言论自由。我通过实例来说明回避肤色的言论自由意识形态是如何维护白人至上的，并对学者和从业者产生启示，敦促在未来的研究和实践中对回避肤色的自由言论意识形态提出批评。

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来源期刊

Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.10

自引率

5.10%

发文量

期刊介绍： Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.