Pub Date : 2023-05-16DOI: 10.1080/13613324.2023.2210514
Deniece Dortch, Dianne G Delima, Dominique White
{"title":"The foundations of racial agency: one African American woman resisting racial tropes in the academy","authors":"Deniece Dortch, Dianne G Delima, Dominique White","doi":"10.1080/13613324.2023.2210514","DOIUrl":"https://doi.org/10.1080/13613324.2023.2210514","url":null,"abstract":"","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43618257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/13613324.2023.2207978
Cheryl E. Matias
Abstract Scholars like Leonardo (2009) or Yancy (2006) regularly apply, otherwise, dance with Charles Mills’ concepts like the Racial Contract (Mills 1997), epistemology of ignorance (Mills 2007), and white Marxism and Black Radicalism (Mills 2003). By extension, when other educational scholars apply Leonardo or Yancy they inadvertently dance with Charles too. Partner dancing, such as bachata, is about a continual ebb and flow between dance partners, taking turns leading and following. So, whether directly engaging Charles’s conceptualization like the Racial Contract or entangling with his work vis-à-vis scholarly concepts derived from his original conceptualization we, as scholars, continue to dance with Charles, letting him lead at times, following at others. Essentially, Charles’s scholarship and his legacy never skip a beat in the academic cadence of educational research on race, ethnicity, and education. This piece pays homage to his legacy.
{"title":"Dancing with Charles: A man, scholar, legacy","authors":"Cheryl E. Matias","doi":"10.1080/13613324.2023.2207978","DOIUrl":"https://doi.org/10.1080/13613324.2023.2207978","url":null,"abstract":"Abstract Scholars like Leonardo (2009) or Yancy (2006) regularly apply, otherwise, dance with Charles Mills’ concepts like the Racial Contract (Mills 1997), epistemology of ignorance (Mills 2007), and white Marxism and Black Radicalism (Mills 2003). By extension, when other educational scholars apply Leonardo or Yancy they inadvertently dance with Charles too. Partner dancing, such as bachata, is about a continual ebb and flow between dance partners, taking turns leading and following. So, whether directly engaging Charles’s conceptualization like the Racial Contract or entangling with his work vis-à-vis scholarly concepts derived from his original conceptualization we, as scholars, continue to dance with Charles, letting him lead at times, following at others. Essentially, Charles’s scholarship and his legacy never skip a beat in the academic cadence of educational research on race, ethnicity, and education. This piece pays homage to his legacy.","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"26 1","pages":"419 - 425"},"PeriodicalIF":2.5,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48925365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.1080/13613324.2023.2207986
A. Lewis, T. Forman, M. Hagerman
ABSTRACT In this article, we draw upon Charles Mills’ powerful scholarly insights on the racial contract and epistemologies of ignorance and argue for keeping his spirit and theorizing alive through a relentless focus on the endemic reality of racism/white supremacy in our society and institutions – particularly in the institution in which he and we work, higher education. We believe that continuing Mills’ legacy requires pushing back against unrepentant whiteness in the academy – the pervasive white standpoint that naturalizes so much of the inequity that transpires in our academic departments, fields, and institutions. Toward this end, we provide several examples of somewhat mundane ways unrepentant whiteness (in the form of white habitus, group interests, racial apathy, and ignorance) shows up in higher education. These examples explore Mills’ concept of ‘the macro in the micro’, or the every-day ways that white supremacy courses through the tentacles of our colleges and universities.
{"title":"Charles Mills Ain’t Dead! Keeping the spirit of Mills’ work alive by understanding and challenging the unrepentant whiteness of the academy","authors":"A. Lewis, T. Forman, M. Hagerman","doi":"10.1080/13613324.2023.2207986","DOIUrl":"https://doi.org/10.1080/13613324.2023.2207986","url":null,"abstract":"ABSTRACT In this article, we draw upon Charles Mills’ powerful scholarly insights on the racial contract and epistemologies of ignorance and argue for keeping his spirit and theorizing alive through a relentless focus on the endemic reality of racism/white supremacy in our society and institutions – particularly in the institution in which he and we work, higher education. We believe that continuing Mills’ legacy requires pushing back against unrepentant whiteness in the academy – the pervasive white standpoint that naturalizes so much of the inequity that transpires in our academic departments, fields, and institutions. Toward this end, we provide several examples of somewhat mundane ways unrepentant whiteness (in the form of white habitus, group interests, racial apathy, and ignorance) shows up in higher education. These examples explore Mills’ concept of ‘the macro in the micro’, or the every-day ways that white supremacy courses through the tentacles of our colleges and universities.","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"26 1","pages":"553 - 564"},"PeriodicalIF":2.5,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48014737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.1080/13613324.2023.2207982
Daniel D. Liou
ABSTRACT To celebrate and honor Charles Mills’ intellectual legacy in social science and political philosophy, this paper utilizes the racial contract as an analytical lens to both extend his work and reenvision the field of the sociology of expectations. In doing so, this paper draws on Mills’ idea of the epistemological contract to theorize the term expectations as a form of epistemological violence associated with coloniality. The contractarian perspective suggests that the appearances and realities of inclusion and exclusion in social institutions are co-constituted in defining the coloniality of being between the signatories and the subjugated and in forming the ascriptive expectational status quo. Through a historical and contemporary analysis of policies and practices in the United States, this paper calls for further inquiries and moral outrage concerning coloniality and the intersecting dimensions of structurally, relationally, and knowledgeably ascriptive expectations.
{"title":"Expectations as property of white supremacy: the coloniality of ascriptive expectations within the racial contract","authors":"Daniel D. Liou","doi":"10.1080/13613324.2023.2207982","DOIUrl":"https://doi.org/10.1080/13613324.2023.2207982","url":null,"abstract":"ABSTRACT To celebrate and honor Charles Mills’ intellectual legacy in social science and political philosophy, this paper utilizes the racial contract as an analytical lens to both extend his work and reenvision the field of the sociology of expectations. In doing so, this paper draws on Mills’ idea of the epistemological contract to theorize the term expectations as a form of epistemological violence associated with coloniality. The contractarian perspective suggests that the appearances and realities of inclusion and exclusion in social institutions are co-constituted in defining the coloniality of being between the signatories and the subjugated and in forming the ascriptive expectational status quo. Through a historical and contemporary analysis of policies and practices in the United States, this paper calls for further inquiries and moral outrage concerning coloniality and the intersecting dimensions of structurally, relationally, and knowledgeably ascriptive expectations.","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"26 1","pages":"478 - 496"},"PeriodicalIF":2.5,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48475980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.1080/13613324.2023.2207984
Bryant O. Best, H. Richard Milner IV
ABSTRACT In this article, the authors utilize C.W. Mills’ Racial Contract Framework as a tool to unpack how racial power dynamics manifested in a mixed-race focus group interview designed to understand the participants’ insights on race, incarceration, and community. The focus group interview included four research participants: Two White women, one Black woman, and one White man. While the interview was framed as a collaborative, generative discussion, we observed contributions made by the Black woman to be rebuffed or dismissed by the White man, who positioned himself as the expert on the interview topic. The article concludes with implications and recommendations for researchers as they design and enact focus group interviews across racial lines in pursuit of racial justice and equity.
{"title":"Too much talking, not enough listening: the racial contract made manifest in a mixed-race focus group interview","authors":"Bryant O. Best, H. Richard Milner IV","doi":"10.1080/13613324.2023.2207984","DOIUrl":"https://doi.org/10.1080/13613324.2023.2207984","url":null,"abstract":"ABSTRACT In this article, the authors utilize C.W. Mills’ Racial Contract Framework as a tool to unpack how racial power dynamics manifested in a mixed-race focus group interview designed to understand the participants’ insights on race, incarceration, and community. The focus group interview included four research participants: Two White women, one Black woman, and one White man. While the interview was framed as a collaborative, generative discussion, we observed contributions made by the Black woman to be rebuffed or dismissed by the White man, who positioned himself as the expert on the interview topic. The article concludes with implications and recommendations for researchers as they design and enact focus group interviews across racial lines in pursuit of racial justice and equity.","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"26 1","pages":"516 - 532"},"PeriodicalIF":2.5,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47371425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.1080/13613324.2023.2207980
Ann M. Aviles
ABSTRACT Homelessness disproportionately impacts communities of color. The Racial Contract is employed to examine and understand the limited influence of educational, and social policies/practices that were developed to combat and/or ameliorate housing instability among students and communities of color experiencing homelessness. The White-Savior Industrial Complex is incorporated to account for the dispositions and/or approaches taken by many white teachers and human service professionals; specifically aiming to illuminate the ways in which many teachers and human service providers perceive, treat, and respond to students and families of color experiencing housing instability. To more appropriately address the racial inequities negatively impacting students, families and communities of color experiencing housing instability, a disruption or voiding of the Racial Contract via structural, curricular, and relational systems/social agreements are necessary.
{"title":"The Racial Contract and white saviorism: centering racism’s role in undermining housing and education equity","authors":"Ann M. Aviles","doi":"10.1080/13613324.2023.2207980","DOIUrl":"https://doi.org/10.1080/13613324.2023.2207980","url":null,"abstract":"ABSTRACT Homelessness disproportionately impacts communities of color. The Racial Contract is employed to examine and understand the limited influence of educational, and social policies/practices that were developed to combat and/or ameliorate housing instability among students and communities of color experiencing homelessness. The White-Savior Industrial Complex is incorporated to account for the dispositions and/or approaches taken by many white teachers and human service professionals; specifically aiming to illuminate the ways in which many teachers and human service providers perceive, treat, and respond to students and families of color experiencing housing instability. To more appropriately address the racial inequities negatively impacting students, families and communities of color experiencing housing instability, a disruption or voiding of the Racial Contract via structural, curricular, and relational systems/social agreements are necessary.","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"26 1","pages":"436 - 455"},"PeriodicalIF":2.5,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42114573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.1080/13613324.2023.2207983
Wyatt Driskell
ABSTRACT This article uses Charles W. Mills' Racial Contract to interrogate the political, historical, and philosophical roots of the conservative campaign against critical race theory (CRT) in schools. Prescribing that political power will be used to maintain a white supremacist racial hierarchy, the Racial Contract connects itself to American schools through what I have termed the American Educational Contract (AEC). To investigate these connections, I rely upon critical race hermeneutics (CRH) to better understand how American educational history and philosophy have been interpreted in ways that legitimate and normalize the whiteness inherent in the AEC. Finally, I demonstrate how the American Right resurrected time-tested tactics of the white polity – fiscal oppression, epistemological tampering, and emotional responses – to leverage the unique power of schools and reify Mill’s Racial Contract.
{"title":"Naming the unnamed: a Millsian analysis of the American educational contract","authors":"Wyatt Driskell","doi":"10.1080/13613324.2023.2207983","DOIUrl":"https://doi.org/10.1080/13613324.2023.2207983","url":null,"abstract":"ABSTRACT This article uses Charles W. Mills' Racial Contract to interrogate the political, historical, and philosophical roots of the conservative campaign against critical race theory (CRT) in schools. Prescribing that political power will be used to maintain a white supremacist racial hierarchy, the Racial Contract connects itself to American schools through what I have termed the American Educational Contract (AEC). To investigate these connections, I rely upon critical race hermeneutics (CRH) to better understand how American educational history and philosophy have been interpreted in ways that legitimate and normalize the whiteness inherent in the AEC. Finally, I demonstrate how the American Right resurrected time-tested tactics of the white polity – fiscal oppression, epistemological tampering, and emotional responses – to leverage the unique power of schools and reify Mill’s Racial Contract.","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"26 1","pages":"497 - 515"},"PeriodicalIF":2.5,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48902947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.1080/13613324.2023.2207979
David Stovall
ABSTRACT The following article positions the work of Charles Mills (1951–2021) as seminal to the development of critical race theory (CRT) in education. His groundbreaking contribution, The Racial Contract, has served as the foundation for understanding the myriad ways that white supremacy is central in the social contract championed by scholars of the Western European Enlightenment period. It is a ‘rifle’ in that it offers an unapologetically Black interruption to the necessity of refusal and resistance. The ‘rose’ of Dr. Mills’ work is always represented in his humor and commitment to joy in the face of violence and extreme hostility. The article names the genesis of my relationship with Dr. Mills as a newly hired professor at the University of Illinois at Chicago and through his mentorship of founding members of the Critical Race Studies in Education Association (CRSEA).
以下文章将查尔斯·米尔斯(1951-2021)的工作定位为教育中批判种族理论(CRT)发展的开创性研究。他的开创性著作《种族契约论》(The Racial Contract)为理解白人至上主义在西欧启蒙时期学者所倡导的社会契约论中的核心地位奠定了基础。它是一支“来复枪”，因为它毫无歉意地打断了拒绝和抵抗的必要性。米尔斯博士作品中的“玫瑰”总是体现在他面对暴力和极端敌意时的幽默和对快乐的承诺中。这篇文章列出了我与米尔斯博士关系的起源，当时我是伊利诺伊大学芝加哥分校(University of Illinois at Chicago)的新聘教授，并通过他对教育中关键种族研究协会(CRSEA)创始成员的指导。
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Pub Date : 2023-05-02DOI: 10.1080/13613324.2023.2207985
G. Lipsitz
ABSTRACT In this article, I explore the deep roots and long history of the attacks on Critical Race Theory in education, while at the same time savoring the equally long and eminently venerable and presently visible traditions forged by “the insights of generations of anonymous ‘race men’ [and ‘race women] who, under the most difficult circumstances” developed ‘the concepts necessary to trace the contours of the system oppressing them, defying the massive weight of a white scholarship that either morally justified this oppression or denied its existence’ (1996, 131). I identify Critical Race Theory as the product of a long history of Afro-diasporic autonomous learning centers and parallel institutions as well as the producer of new ones.
{"title":"Rejecting the racial contract: Charles Mills and critical race theory","authors":"G. Lipsitz","doi":"10.1080/13613324.2023.2207985","DOIUrl":"https://doi.org/10.1080/13613324.2023.2207985","url":null,"abstract":"ABSTRACT In this article, I explore the deep roots and long history of the attacks on Critical Race Theory in education, while at the same time savoring the equally long and eminently venerable and presently visible traditions forged by “the insights of generations of anonymous ‘race men’ [and ‘race women] who, under the most difficult circumstances” developed ‘the concepts necessary to trace the contours of the system oppressing them, defying the massive weight of a white scholarship that either morally justified this oppression or denied its existence’ (1996, 131). I identify Critical Race Theory as the product of a long history of Afro-diasporic autonomous learning centers and parallel institutions as well as the producer of new ones.","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"26 1","pages":"533 - 552"},"PeriodicalIF":2.5,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47774068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/13613324.2023.2207981
Michalinos Zembylas, Cheryl E. Matias
ABSTRACT This article builds on Charles W. Mills’ foundational concept of white racial ignorance to expand his work by exploring the inner dynamics and practices of teacher education (its rationales, student teaching, practicums, pedagogies, curriculum) and explaining how the emotionalities of whiteness play a significant role in the ways that whiteness persists perniciously in teacher education. In order to hold whiteness accountable and culpable, it is argued that teacher education needs to stop emotionally deflecting anti-racist critiques by over pontificating their lackluster commitments to race, a practice which only ignores, and diverts attention away from the hegemonic presence of whiteness. It suggests that teacher educators need to help pre-service and in-service teachers be attentive to how racial politics are felt, acted upon, and reproduced, and how emotionalities of whiteness become ‘ordinary’ in everyday life in schools. The article concludes by outlining some implications for research and theory in critical whiteness studies.
{"title":"White racial ignorance and refusing culpability: how the emotionalities of whiteness ignore race in teacher education","authors":"Michalinos Zembylas, Cheryl E. Matias","doi":"10.1080/13613324.2023.2207981","DOIUrl":"https://doi.org/10.1080/13613324.2023.2207981","url":null,"abstract":"ABSTRACT This article builds on Charles W. Mills’ foundational concept of white racial ignorance to expand his work by exploring the inner dynamics and practices of teacher education (its rationales, student teaching, practicums, pedagogies, curriculum) and explaining how the emotionalities of whiteness play a significant role in the ways that whiteness persists perniciously in teacher education. In order to hold whiteness accountable and culpable, it is argued that teacher education needs to stop emotionally deflecting anti-racist critiques by over pontificating their lackluster commitments to race, a practice which only ignores, and diverts attention away from the hegemonic presence of whiteness. It suggests that teacher educators need to help pre-service and in-service teachers be attentive to how racial politics are felt, acted upon, and reproduced, and how emotionalities of whiteness become ‘ordinary’ in everyday life in schools. The article concludes by outlining some implications for research and theory in critical whiteness studies.","PeriodicalId":47906,"journal":{"name":"Race Ethnicity and Education","volume":"26 1","pages":"456 - 477"},"PeriodicalIF":2.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46231942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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