Ethical Considerations on Representing Slavery in Curriculum

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Radical Teacher Pub Date : 2021-12-09 DOI:10.5195/rt.2021.830
Bennett Brazelton
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Abstract

Critical discourse on the role of slavery in U.S. history curriculum has tended to rely on calls for justice through truth and complexity. Yet the “truth” of slavery is almost incomprehensibly violent, constituting a form of “historical trauma”; the resultant instructional methods thus resemble what Berry and Stovall term a “curriculum of tragedy.” Ethical questions emerge regarding this method. Chiefly, if slavery constitutes a “historical trauma,” what are the possibilities of a Trauma-Informed curriculum? What are the responsibilities owed to students and historical subjects? Building from critical interventions in Black Feminist Theory and the work of the Frantz Fanon, I propose curricular interventions that attempt to mediate concurrent dynamics of trauma, pain, mourning, action, and revenge.
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课程中再现奴隶制的伦理思考
在美国历史课程中,关于奴隶制角色的批评性论述往往依赖于通过真相和复杂性来呼吁正义。然而,奴隶制的“真相”几乎是不可理解的暴力,构成了一种“历史创伤”;由此产生的教学方法类似于贝瑞和斯托瓦尔所说的“悲剧课程”。关于这种方法出现了伦理问题。最重要的是,如果奴隶制构成了一种“历史创伤”,那么创伤知识课程的可能性是什么?对学生和历史学科的责任是什么?从黑人女权主义理论中的批判性干预和弗朗茨·法农(Frantz Fanon)的工作中,我提出了课程干预,试图调解创伤、痛苦、哀悼、行动和复仇的同步动态。
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来源期刊
Radical Teacher
Radical Teacher EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.50
自引率
33.30%
发文量
34
审稿时长
6 weeks
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