课程中的遗产知识:检索非洲知识

IF 0.8 0 HUMANITIES, MULTIDISCIPLINARY Heritage and Society Pub Date : 2018-01-02 DOI:10.1080/2159032X.2019.1567047
V. Joseph
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引用次数: 15

摘要

“先生,你为什么开枪打我?”这位手无寸铁的迈阿密黑人行为治疗师对白人警官问道(拉宾,2016年)。在警察开枪之前,治疗师仰卧在街上,双臂伸过头顶,向警察喊道他正在值班,试图处理一名有问题的集体住宅居民。为了防止他和任何一个与执法部门发生紧张冲突的黑人男子怀疑这是一个可能的结果,这一紧急但最终毫无结果的努力之后,治疗师报告说,这名警官给出了一个看似诚实、看似深刻的回答:“我不知道。”我在阅读Joyce E.King和Ellen E。Swartz的《课程中的传统知识:检索非洲书信集》是King或Swartz撰写的一本经过编辑的章节集,King和Hassimi O.Maïga合著的引言和一章除外。[还包括格洛丽亚·格拉德森·比林斯的前锋和维拉·L·诺布尔斯和韦德·W·诺布尔s的“后记”]。在上述生动的一集中,治疗师有意识地理解了警察没有做的事情,即美国的种族认识论表明,一个手无寸铁、毫无疑问无辜的黑人没有受到保护,免受警察暴力的威胁或现实。虽然没有证据表明该官员有任何种族主义意图,但这个国家确实给种族人口带来了不同的利益和伤害。种族主义命令并塑造了制度、假设、信仰、偏见和行动——即使是受试者可能不知道的,包括上文提到的白人警官。假设存在另一个知识体系,治疗师和警官对迈阿密街上发生的事情有不同的理解?King等人巧妙地描述和解释了PK-12课程扭曲、埋葬或破坏的非洲遗产知识,对所有学生,尤其是黑人学生产生了毁灭性的影响。对作者来说,恢复和“重新记忆”非洲认识论不仅指他们对非洲遗产知识的开垦,还指提供历史和社会反叙事,为儿童,甚至非黑人儿童提供教育解放。这本书揭示并提升了非洲传统知识,将其作为想象K-12课程的基础
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Heritage Knowledge in the Curriculum: Retrieving an African Episteme
“Sir, why did you shoot me?” asked the unarmed Black Miami-based behavioral therapist to the white police officer (Rabin 2016). Prior to the officer firing his gun, the therapist, while lying in a supine position on the street with arms outstretched over his head, called out to the officer that he was on duty, attempting to deal with a problematic group home resident. After this urgent and ultimately fruitless effort to prevent what he – and any Black man in a tense encounter with law enforcement – would suspect was a probable outcome, the therapist reported that the officer gave a seemingly honest and deceptively profound answer: “I don’t know.” I considered this 2016 incident as I read Joyce E. King and Ellen E. Swartz’s Heritage Knowledge in the Curriculum: Retrieving an African Episteme, an edited volume of chapters written by King or Swartz, except for the co-authored introduction and a chapter by King and Hassimi O. Maïga. [Also included are the forward by Gloria Gladson-Billings and the “afterword” by Vera L. Nobles and Wade W. Nobles]. In the telling episode described above, the therapist consciously understood what the officer did not, which is that the United States’ racial epistemology instructs that an unarmed and indisputably innocent Black man is not protected from the threat or the reality of police violence. While there is no proof of any racist intent on the part of the officer, it is true that this country confers differential benefit and harm on a raced population. Racism orders and shapes institutions, assumptions, beliefs, biases and actions – even ones of which the subject(s) may have no knowledge, including the white police officer cited above. Suppose there existed another system of knowledge in which the therapist and the officer had a different understanding of what was happening on that Miami street? King et al., offer a skillful description and explication of the African heritage knowledge that the PK-12 curriculum distorted, buried or destroyed to devastating effect for all students, but particularly Black students. For the authors, restoring and “re-membering” African epistemology refers not only to their reclamation of African heritage knowledge but the offering up of historical and social counternarratives that provide educational liberation for children, even those who not Black. This volume reveals and elevates African heritage knowledge as a foundation for an imagining of a K-12 curriculum which is
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来源期刊
Heritage and Society
Heritage and Society HUMANITIES, MULTIDISCIPLINARY-
CiteScore
0.80
自引率
0.00%
发文量
36
期刊介绍: Heritage & Society is a global, peer-reviewed journal that provides a forum for scholarly, professional, and community reflection on the cultural, political, and economic impacts of heritage on contemporary society. We seek to examine the current social roles of collective memory, historic preservation, cultural resource management, public interpretation, cultural preservation and revitalization, sites of conscience, diasporic heritage, education, legal/legislative developments, cultural heritage ethics, and central heritage concepts such as authenticity, significance, and value. The journal provides an engaging forum about tangible and intangible heritage for those who work with international and governmental organizations, academic institutions, private heritage consulting and CRM firms, and local, associated, and indigenous communities. With a special emphasis on social science approaches and an international perspective, the journal will facilitate lively, critical discussion and dissemination of practical data among heritage professionals, planners, policymakers, and community leaders.
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