反对否认种族主义,成为母亲-学者-活动家

IF 4 1区 社会学 Q1 PSYCHOLOGY, SOCIAL Journal of Social Issues Pub Date : 2024-07-03 DOI:10.1111/josi.12626
Courtney M. Bonam
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引用次数: 0

摘要

我运用自我民族志和批判种族理论框架,叙述了我在 2019-2020 年(我儿子上幼儿园的那一年)如何在我儿子所在的学区经历了否认种族主义的过程。为了构建这个反叙事,我分析了多种数据来源(如现场笔记、个人日志、公共文件),并在三个章节中描述了我在倡导种族公平导向的学校政策时与校区主要把关人的互动。这些政策包括:学校取消种族隔离计划(第一章),将批判性种族教育纳入一所学校课程的计划(第二章),以及在加利福尼亚州学校的K-12课程中对批判性种族和民族研究的学区认可(第三章)。在回应这一主张时,学区声称表面上支持种族平等,但我认为这种形式的支持是否认 种族主义,只是伪装成对种族平等的支持。我解释了为什么我会这样理解学区的回应,以及我是如何从黑人混血母亲、学者和活动家的角度来体验这些回应的。最后,我反思了这些经历是如何迫使我将自己的母亲、学者和活动家身份以令人不安和富有成效的方式融合在一起的,并就心理学研究人员和 K-12 学校如何支持种族平等提出了建议。
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Fighting Racism Denial; Becoming a Mother-Scholar-Activist

Using autoethnography and a Critical Race Theory framework, I recount how I experienced racism denial in my son's school district during 2019–2020 (his kindergarten year). To build this counternarrative, I analyzed multiple data sources (e.g., field notes, personal journal entries, public documents) and, across three chapters, describe my interactions with key school district gatekeepers while advocating for racial equity-oriented school policies. These policies included: a school desegregation program (Chapter 1), a plan to incorporate critical race education into one school's curriculum (Chapter 2), and a district-level endorsement of critical race and ethnic studies K-12 curriculum in California schools (Chapter 3). In responding to this advocacy, the district professed surface-level support for racial equity, but I saw this form of support as racism denial merely masquerading as support for racial equity. I explain why I interpreted the district's responses in this way, and how I experienced these responses from my perspective as a mixed Black mother, scholar, and activist. I end by reflecting on how these experiences forced me to integrate my mother-scholar-activist identities in uncomfortable and productive ways, and with recommendations for how psychological researchers and K-12 schools can support racial equity.

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来源期刊
CiteScore
9.70
自引率
7.70%
发文量
73
期刊介绍: Published for The Society for the Psychological Study of Social Issues (SPSSI), the Journal of Social Issues (JSI) brings behavioral and social science theory, empirical evidence, and practice to bear on human and social problems. Each issue of the journal focuses on a single topic - recent issues, for example, have addressed poverty, housing and health; privacy as a social and psychological concern; youth and violence; and the impact of social class on education.
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