抵制高等教育中的警务:校园安全辩论中的白人故意无知

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-09 DOI:10.1093/jopedu/qhad062
Rebecca M Taylor, Martha Perez-Mugg
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引用次数: 0

摘要

激进分子对国家对高等教育的干预提出了挑战。无论是呼吁将当前和曾经被监禁的人排除在高等教育之外,还是呼吁校园警察使困扰美国刑事司法体系的种族和经济偏见长期存在,这些声音都提供了高等教育领导者应该认真对待的见解。然而,面对这些挑战,往往是对安全的呼吁,其目的是压倒对刑事法律制度扩展到教育环境所产生的危害的担忧。校园安全辩论提供了一个机会,可以审视故意无知在大学校园中持续存在的系统性不公正中所起的作用,突出了那些挑战这些制度和做法的人的证词与围绕安全的主流叙事之间的紧张关系。在此背景下,在分析故意无知的运作时,我们将把重点放在校园警务上,这是高等教育中残忍的一种表现。我们认为,美国高等教育中持续存在的警察制度反映了白人的故意无知,这代表了高等教育领导者在认知和道德上的失败。
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Resisting Policing in Higher Education: Willful White Ignorance in the Campus Safety Debate
Abstract Activists have challenged the reach of the carceral state into higher education. Whether calling out the exclusion of currently and formerly incarcerated people from higher education or the ways campus police perpetuate the racial and economic biases that plague the US criminal legal system, these voices offer insights that higher education leaders should take seriously. Yet, these challenges are often met with appeals to safety, which purport to override concerns about the harms produced by extension of the criminal legal system into educational contexts. Campus safety debates offer an opportunity to examine the role of wilful ignorance in the perpetuation of systemic injustices on college and university campuses, highlighting tensions between the testimony of those challenging these systems and practices and prevailing narratives around safety. In analysing the operation of wilful ignorance in this context, we will focus on campus policing as a manifestation of carcerality in higher education. We argue that the perpetuation of policing in higher education in the USA reflects wilful White ignorance that represents both an epistemic and moral failing on the part of higher education leaders.
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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