Emergent Bodies: Rethinking Race and Racialization Through Materialities

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH Studies in Art Education Pub Date : 2023-04-03 DOI:10.1080/00393541.2023.2180313
R. Little
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Abstract

Introduction A ccording to Saldanha (2010), “all politics ultimately seek ways of reorganizing the social for there to be justice and peace, however defined” (p. 283). Recently, the National Art Education Association (NAEA) has harnessed the energy surrounding collective organizing and protesting into conversations about racism that are part of producing socially just possibilities using art and education. NAEA highlights racism as discriminatory and exclusionary, as well as a practice that is normalized, institutionalized, and systematized for the benefit of one group over another, with narratives and images that support its painful fictions (Rolling, 2020a; Rolling & Bey, 2016). Critical race theory is the main framework associated with these conversations. Introduced in the 1970s, critical race theory was developed by legal scholars and others to further understand why race-based oppression and White privilege continue to exist, and how the law could serve emancipatory actions and change. They point to how race is socially constructed, made normal, used to exploit and oppress people of color, and functions to create inequities (Price, 2010). Moreover, they address intersectionality, structural injustices, hate crimes, and voting rights, among other issues, and how placing people in racial categories has material effects in relation to power and wealth (Nash, 2003). In using critical race theory for insights into racism, scholars connect race to diverse discursive concepts with cultural representations of race, and they use narrative or counterstory to question the status quo and rework racialized injustice. They also encourage teachers and students, among others, to be aware of their privileges, biases, beliefs, values, stories, and the stereotypes that they hold, so they can understand how this affects the work that they do and how they interact in the world (Desai, 2010; Kraehe et al., 2018; Lee & Lutz, 2005; Rolling, 2020a, 2020b; Rolling & Bey, 2016).
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涌现体:通过物质性重新思考种族和种族化
根据Saldanha(2010)的说法,“所有政治最终都寻求重组社会的方法,以实现正义与和平,无论如何定义”(第283页)。最近,全国艺术教育协会(NAEA)利用围绕集体组织和抗议的能量,展开了关于种族主义的对话,这是利用艺术和教育创造社会公正可能性的一部分。NAEA强调种族主义是歧视性和排他性的,也是一种为了一个群体的利益而被规范化、制度化和系统化的做法,其叙事和图像支持了其痛苦的小说(Rolling, 2020a;Rolling & Bey, 2016)。批判种族理论是与这些对话相关的主要框架。20世纪70年代,法律学者和其他人发展了批判种族理论,以进一步理解为什么基于种族的压迫和白人特权继续存在,以及法律如何为解放行动和变革服务。他们指出种族是如何被社会建构的,如何被正常化,如何被用来剥削和压迫有色人种,以及如何产生不平等(Price, 2010)。此外,他们还讨论了交叉性、结构性不公正、仇恨犯罪和投票权等问题,以及将人们置于种族类别中如何对权力和财富产生实质性影响(Nash, 2003)。在使用批判性种族理论来洞察种族主义时,学者们将种族与各种话语概念与种族的文化表征联系起来,他们使用叙事或反故事来质疑现状并重新审视种族化的不公正。他们还鼓励教师和学生,除其他外,意识到他们的特权、偏见、信仰、价值观、故事和他们持有的刻板印象,这样他们就可以理解这是如何影响他们所做的工作以及他们如何在世界上互动的(德赛,2010;Kraehe et al., 2018;Lee & Lutz, 2005;滚动,2020a, 2020b;Rolling & Bey, 2016)。
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来源期刊
Studies in Art Education
Studies in Art Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.30
自引率
50.00%
发文量
20
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