{"title":"反对否认种族主义,成为母亲-学者-活动家","authors":"Courtney M. Bonam","doi":"10.1111/josi.12626","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":null,"pages":null},"PeriodicalIF":4.0000,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Fighting Racism Denial; Becoming a Mother-Scholar-Activist\",\"authors\":\"Courtney M. Bonam\",\"doi\":\"10.1111/josi.12626\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":17008,\"journal\":{\"name\":\"Journal of Social Issues\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2024-07-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Social Issues\",\"FirstCategoryId\":\"90\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/josi.12626\",\"RegionNum\":1,\"RegionCategory\":\"社会学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, SOCIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Social Issues","FirstCategoryId":"90","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/josi.12626","RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
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.
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.