This article draws on data from a larger project that is founded on four narrative case studies that examine the ways in which Black activists in Toronto mobilize their cultural production—namely, spoken word poetry and rapping—in support of their activism, community education, and community organizing work. This particular article is founded on the work of Kofi, a pseudonym for a Toronto activist who mobilizes spoken word poetry as a method of community organizing and as a medium for Black folks to speak to their emotional lives and communal healing practices. As such, the particular narratives shared in this article continue to provide important contributions to the “new era of black words” (Fisher 2003, 362). It is through this creative labor, these activists and cultural producers address the sociology of anti-Black racism that deeply influences the lives of Afrodiasporic people in Canada. They are composers and constructors of strategies and perspectives that are founded within the historical, political, cultural, and social forces influencing Black Canada (McKittrick 2002; Austin 2013). This work continues the conversation about what it means to be Black in Canada, providing counternarratives that stand against the hegemonic and often racist ways Black people and Black communities are imagined in Canada (Austin 2013).
{"title":"“You Write because You Have To”: Mobilizing Spoken Word Poetry as a Method of Community Education and Organizing","authors":"Emmanuel Tabi","doi":"10.1086/726620","DOIUrl":"https://doi.org/10.1086/726620","url":null,"abstract":"This article draws on data from a larger project that is founded on four narrative case studies that examine the ways in which Black activists in Toronto mobilize their cultural production—namely, spoken word poetry and rapping—in support of their activism, community education, and community organizing work. This particular article is founded on the work of Kofi, a pseudonym for a Toronto activist who mobilizes spoken word poetry as a method of community organizing and as a medium for Black folks to speak to their emotional lives and communal healing practices. As such, the particular narratives shared in this article continue to provide important contributions to the “new era of black words” (Fisher 2003, 362). It is through this creative labor, these activists and cultural producers address the sociology of anti-Black racism that deeply influences the lives of Afrodiasporic people in Canada. They are composers and constructors of strategies and perspectives that are founded within the historical, political, cultural, and social forces influencing Black Canada (McKittrick 2002; Austin 2013). This work continues the conversation about what it means to be Black in Canada, providing counternarratives that stand against the hegemonic and often racist ways Black people and Black communities are imagined in Canada (Austin 2013).","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since COVID-19 closed schools in March 2020, international development experts, politicians, and celebrities across the globe have raised alarm about the pandemic’s impacts on girls’ education, particularly in Africa. These warnings, which link school closures with untimely pregnancy and marriage, reflect belief in the multiplicative power of girls’ schooling and a long-standing concern with the sexual practices of Black and African girls. In this article, we explore English-language reporting on girls’ education from March 2020 to March 2021 to ask: (1) How has COVID-19 been framed as a crisis for girls? (2) How do these discourses relate to a history of anxiety about African girls’ sexuality? and (3) What does this mean for girls’ education as a global endeavor? Drawing on critical feminist and development theories, we argue that discourses of gendered risk and lost returns emphasize sexualized problems and reproduce racialized difference. Specifically, COVID-19 responses deploy and legitimize a gendered “racial vernacular” (Pierre 2020) that underpins and reifies white supremacy. We contend that these framings are both socially and materially consequential.
{"title":"Returns at Risk: Girls’ Education and the Gendered Racial Vernacular of COVID-19","authors":"Rachel Silver, Alyssa Morley","doi":"10.1086/726614","DOIUrl":"https://doi.org/10.1086/726614","url":null,"abstract":"Since COVID-19 closed schools in March 2020, international development experts, politicians, and celebrities across the globe have raised alarm about the pandemic’s impacts on girls’ education, particularly in Africa. These warnings, which link school closures with untimely pregnancy and marriage, reflect belief in the multiplicative power of girls’ schooling and a long-standing concern with the sexual practices of Black and African girls. In this article, we explore English-language reporting on girls’ education from March 2020 to March 2021 to ask: (1) How has COVID-19 been framed as a crisis for girls? (2) How do these discourses relate to a history of anxiety about African girls’ sexuality? and (3) What does this mean for girls’ education as a global endeavor? Drawing on critical feminist and development theories, we argue that discourses of gendered risk and lost returns emphasize sexualized problems and reproduce racialized difference. Specifically, COVID-19 responses deploy and legitimize a gendered “racial vernacular” (Pierre 2020) that underpins and reifies white supremacy. We contend that these framings are both socially and materially consequential.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135419978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For activists, scholars, and thinkers, the current state of our hyperpolitical global landscape can be daunting, especially as we consider engaging and responding to the growing political vitriol and hyperbole of our times. Over the past few years, I have wondered a great deal about how to sustain idealism during troubled times in a field such as ours. Contemplating the very notion of idealism, a potentially nebulous, misunderstood, and untenable value, led me down a rabbit hole to consider both philosophically and practically our relationship with idealism across time and place as well as possibility. It also led me to seek interconnections inherent in other similar words, such as “ideas,” “ideals,” and “ideologies,” each taking different paths toward variable end points. This address is the result of that exploration, grounded in theory, research, policy, and practice, while also drawing from my work as an activist, scholar, and teacher over the past 3 decades.
{"title":"Reclaiming Idealism in a Hyperpolitical Global Landscape: The Power of the Comparative","authors":"Supriya Baily","doi":"10.1086/726618","DOIUrl":"https://doi.org/10.1086/726618","url":null,"abstract":"For activists, scholars, and thinkers, the current state of our hyperpolitical global landscape can be daunting, especially as we consider engaging and responding to the growing political vitriol and hyperbole of our times. Over the past few years, I have wondered a great deal about how to sustain idealism during troubled times in a field such as ours. Contemplating the very notion of idealism, a potentially nebulous, misunderstood, and untenable value, led me down a rabbit hole to consider both philosophically and practically our relationship with idealism across time and place as well as possibility. It also led me to seek interconnections inherent in other similar words, such as “ideas,” “ideals,” and “ideologies,” each taking different paths toward variable end points. This address is the result of that exploration, grounded in theory, research, policy, and practice, while also drawing from my work as an activist, scholar, and teacher over the past 3 decades.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135534386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I begin this article with an anecdote to highlight how mestizaje is an anti-Black discourse. In the next section I theorize about mestizaje as an anti-Black discourse. There is a relatively new body of scholarship within Black studies called “Afropessimism.” This intellectual field has central to it the ideas of the “afterlife of slavery” and “slavery as social death.” I make the argument that Blackness in Latin America is one of social death. Following this section, I bring together what Frank Wilderson refers to as “structural adjustment,” or the misconstrued effort to provide Blackness with human capacity, with the popular idea in Latin America referred to as mejorar la raza (to improve the race). I argue that these two terms are roughly equivalent. In the following section I consider mestizaje as a pedagogy and show how it teaches anti-Blackness and social death. In the conclusion, I suggest that we benefit from locating analysis of the Afro-Ecuadoran experience within a framework that centers the social death of Black people. Social death more accurately describes the condition of people of African descent in the region.
我以一则轶事作为这篇文章的开头，以强调梅斯蒂扎伊人是如何成为一种反黑人的话语。在下一节中，我将把梅斯蒂扎伊作为一种反黑人话语进行理论化。在黑人研究领域有一个相对较新的学术体系，叫做“非洲悲观主义”。这一知识领域的核心思想是“奴隶制的来世”和“作为社会死亡的奴隶制”。我的论点是，在拉丁美洲，黑人是社会死亡之一。在这一节之后，我将把弗兰克·怀尔德森(Frank Wilderson)所说的“结构调整”(structural adjustment)，或为黑人提供人类能力的被误解的努力，与拉丁美洲流行的“改善种族”(mejorar la raza)概念结合起来。我认为这两个术语大致相等。在下一节中，我将把梅斯蒂扎伊视为一种教育学，并展示它是如何教导反黑人和社会死亡的。在结论中，我建议，将对非裔厄瓜多尔人经验的分析置于以黑人社会死亡为中心的框架内，对我们有益。社会死亡更准确地描述了该区域非洲人后裔的状况。
{"title":"<i>Mejorando la Raza</i> (Improving the Race) through <i>Mestizaje</i>: The Pedagogy of Anti-Blackness in Ecuador","authors":"Ethan Johnson","doi":"10.1086/726612","DOIUrl":"https://doi.org/10.1086/726612","url":null,"abstract":"I begin this article with an anecdote to highlight how mestizaje is an anti-Black discourse. In the next section I theorize about mestizaje as an anti-Black discourse. There is a relatively new body of scholarship within Black studies called “Afropessimism.” This intellectual field has central to it the ideas of the “afterlife of slavery” and “slavery as social death.” I make the argument that Blackness in Latin America is one of social death. Following this section, I bring together what Frank Wilderson refers to as “structural adjustment,” or the misconstrued effort to provide Blackness with human capacity, with the popular idea in Latin America referred to as mejorar la raza (to improve the race). I argue that these two terms are roughly equivalent. In the following section I consider mestizaje as a pedagogy and show how it teaches anti-Blackness and social death. In the conclusion, I suggest that we benefit from locating analysis of the Afro-Ecuadoran experience within a framework that centers the social death of Black people. Social death more accurately describes the condition of people of African descent in the region.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135534505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Guilherme Lambais, Dozie Okoye, Shourya Sen, Leonard Wantchekon
We review research on the history of education policy in colonial sub-Saharan Africa and among the African Diaspora in the United States and Brazil through a political economy lens. While the supply of education was severely constricted in all of these cases, demand for education remained strong. Thus, even as authoritarian states have attempted to restrict educational supply for social control, the strength of the demand—and the accompanying pedagogical, organizational, and political innovations—illustrates the power of education to empower marginalized communities. Through reviewing work in economics, history, and political science, we highlight the transformative effects of formal education in Black communities as well as the centrality of Black people in demanding access to higher education and innovating new political ideas and pedagogies that saw education as a force for liberation. Governments and citizens must continue to work to correct the inherited distortions in the supply of education in Black communities in Africa as well as in the diaspora.
{"title":"Education for Control and Liberation in Africa and among the Black Diaspora","authors":"Guilherme Lambais, Dozie Okoye, Shourya Sen, Leonard Wantchekon","doi":"10.1086/726617","DOIUrl":"https://doi.org/10.1086/726617","url":null,"abstract":"We review research on the history of education policy in colonial sub-Saharan Africa and among the African Diaspora in the United States and Brazil through a political economy lens. While the supply of education was severely constricted in all of these cases, demand for education remained strong. Thus, even as authoritarian states have attempted to restrict educational supply for social control, the strength of the demand—and the accompanying pedagogical, organizational, and political innovations—illustrates the power of education to empower marginalized communities. Through reviewing work in economics, history, and political science, we highlight the transformative effects of formal education in Black communities as well as the centrality of Black people in demanding access to higher education and innovating new political ideas and pedagogies that saw education as a force for liberation. Governments and citizens must continue to work to correct the inherited distortions in the supply of education in Black communities in Africa as well as in the diaspora.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"7 Suppl 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I am so pleased and excited to introduce toComparative Education Review readers this special section on educational governance of marginalized communities in Southwest Asia and North Africa. I would like to begin by thanking the editors ofCER for including this special section and for their perseverance despite the challenge of finding reviewers for this unique set of essays. The section contributes to the decolonial project of comparative educational research by giving voice to the experiences and agency of members of LGBTQ, refugee, and disabled youth communities located in Southwest Asia and North Africa. These three essays complement one another in their commitment to engaging critically and questioning hegemonic discourses, their production of new knowledge from and about marginalized communities in Southwest Asia and North Africa, and their vision for an egalitarian educational future. The article by Abu-Assab and Nasser-Eddin analyzes the decontextualized hegemonic narratives around gender and sexuality that are imposed onArabicspeaking societies. Drawing on their advocacy work, the authors critique the appropriation of intersectional and decolonial discourses by dominant modes of knowledge production that flow from the Global North to the Global South. Abu-Assab and Nasser-Eddin argue for a decolonized educational praxis that is relevant to gender and sexualities—one that alsohistoricizes social phenomena; contextualizes, politicizes, and redefines intersectionality; and decanonizes and decentralizes education and knowledge production. Building on concepts of Ottoman orientalism and decolonial pedagogy, Nimer and Arpacik problematize the ethnoreligious nationalist discursive practices that guide Turkey’s education system. Nimer and Arpacik trace how Turkey’s approach to Syrian refugees is largely determined by its imperial legacy and its strong nationalism, as well as the recent rise of neo-Ottomanism— characterized by the Islamization project and strengthened economic relations with Arab countries. Their research also points to the European Union’s entanglement in Turkey’s integration refugee project, with funding channeled
{"title":"Introduction","authors":"C. Morgan","doi":"10.1086/725543","DOIUrl":"https://doi.org/10.1086/725543","url":null,"abstract":"I am so pleased and excited to introduce toComparative Education Review readers this special section on educational governance of marginalized communities in Southwest Asia and North Africa. I would like to begin by thanking the editors ofCER for including this special section and for their perseverance despite the challenge of finding reviewers for this unique set of essays. The section contributes to the decolonial project of comparative educational research by giving voice to the experiences and agency of members of LGBTQ, refugee, and disabled youth communities located in Southwest Asia and North Africa. These three essays complement one another in their commitment to engaging critically and questioning hegemonic discourses, their production of new knowledge from and about marginalized communities in Southwest Asia and North Africa, and their vision for an egalitarian educational future. The article by Abu-Assab and Nasser-Eddin analyzes the decontextualized hegemonic narratives around gender and sexuality that are imposed onArabicspeaking societies. Drawing on their advocacy work, the authors critique the appropriation of intersectional and decolonial discourses by dominant modes of knowledge production that flow from the Global North to the Global South. Abu-Assab and Nasser-Eddin argue for a decolonized educational praxis that is relevant to gender and sexualities—one that alsohistoricizes social phenomena; contextualizes, politicizes, and redefines intersectionality; and decanonizes and decentralizes education and knowledge production. Building on concepts of Ottoman orientalism and decolonial pedagogy, Nimer and Arpacik problematize the ethnoreligious nationalist discursive practices that guide Turkey’s education system. Nimer and Arpacik trace how Turkey’s approach to Syrian refugees is largely determined by its imperial legacy and its strong nationalism, as well as the recent rise of neo-Ottomanism— characterized by the Islamization project and strengthened economic relations with Arab countries. Their research also points to the European Union’s entanglement in Turkey’s integration refugee project, with funding channeled","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"613 - 614"},"PeriodicalIF":1.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46302903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":":Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives","authors":"H. Zou, M. Korstanje","doi":"10.1086/725661","DOIUrl":"https://doi.org/10.1086/725661","url":null,"abstract":"","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45890756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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