A BlackCrit analysis on Black urban youth and suspension disproportionality as anti-Black symbolic violence

Coles, Justin A.; Powell, Tunette

doi:10.1080/13613324.2019.1631778

Cited by 61 publications

(34 citation statements)

References 37 publications

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“…Furthermore, racial bias in curricula can distort or delete the histories and lived experiences of people of color (Brown & Brown, 2010). Finally, schools can exert symbolic violence on racially minoritized students through school culture and how they address (or ignore) racism (Coles, 2016; Coles & Powell, 2020).…”

Section: Teacher Noticing and Noticing Race In Classroomsmentioning

confidence: 99%

Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations

Shah

Coles

2020

Journal of Teacher Education

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Race-focused teacher education has centered on changing preservice teachers’ racial beliefs and attitudes. In this article, we build on this work by exploring how preservice teachers identify and address issues of race and racism in the everyday work of teaching and learning. To conceptualize these processes, we propose the theoretical framework of “racial noticing,” which extends the literature on teacher noticing to the consideration of racial phenomena. Using a comparative case study design, this study focuses on three elementary preservice teachers (two identifying as White, one identifying as Black) with antiracist inclinations. Findings show that they demonstrated generally strong competencies with racial noticing during a mathematics methods course, but that contextual factors influenced shifts in racial noticing during student teaching. We argue that race-focused teacher education centered on noticing the impact of race and racism in learning settings can make the practice of antiracist teaching more tractable for preservice teachers.

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Section: Teacher Noticing and Noticing Race In Classroomsmentioning

confidence: 99%

Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations

Shah

Coles

2020

Journal of Teacher Education

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“…Black education has always been and continues to be a struggle against specific anti-Black practices, discourses, ideologies and the types of violence that Black bodies endure in schools. For example, scholars have documented how school disciplinary procedures often reflect the positioning of Black youth as “captives” (Wun, 2016) who require violent removal and exclusion from classroom environments (Coles & Powell, 2019).…”

Section: Schooling Social Death and The Afterlife Of Slaverymentioning

confidence: 99%

“…For instance, Jenkins et al (2020) document how Black males in college are surveilled and confronted by campus police officers and forced to prove their legitimate presence on college and university campuses. Related, Coles and Powell (2019) show how Black students experience school discipline and suspension as a form of expressly anti-Black symbolic violence. Employing the anti-Black spatial imaginary to examine racialized school discipline and the disproportionate number of incidents of violent discipline involving Black children can illuminate how Black bodies, hairstyles, ways of dress and comportment, and language symbolize danger; often, these modes of being qualify them for suspicion, surveillance, security, or removal.…”

Section: Schools As Sites Of Spatialized Terrormentioning

confidence: 99%

Unspoken Grammar of Place: Anti-Blackness as a Spatial Imaginary in Education

Jenkins

2021

Journal of School Leadership

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This article builds from scholarship on anti-Blackness in education and spatial imaginaries in geography to theorize an anti-Black spatial imaginary as the prevailing spatial logic that has shaped the configuration and character of American social intuitions, including K-12 schools. As a spatial imaginary, anti-Blackness is circulated through discourses, images, and texts that tell a story of Blackness as a problem, non-human, and placeless. Anchored by the assumption that Black populations are spatially illegitimate, the anti-Black spatial imaginary marks Black bodies as undesirable and therefore extractable from spaces and places that have been envisioned for their exclusion. I consider schools as sites spatialized terror where the exhibitions of terror consist of forcing students to observe other Black bodies being forcibly removed from the classroom and school community; constant rejection of Black language, traditions, music preferences, and other cultural forms of expression; the obliteration of Black names and identities. I offer ways that school leaders can unsettle the anti-Black spatial imaginary to transform schools as sites of holistic healing and possibilities.

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“…Anti-Blackness has lifelong implications on Black people’s lives and education (Baker-Bell, 2020; Coles, 2018; Love, 2019). Therefore, in this study, I used Dumas and ross’s (2016) theory of anti-Blackness to illuminate how it underpins the racial injustices incurred by Black students.…”

Section: Framing the Context Of Literacy Educationmentioning

confidence: 99%

“…Just as Renisha was assaulted and killed, some Black youth experience similar assaults—literally and metaphorically, through the killing of their souls resulting from anti-Black racism and White supremacy in classrooms across the country. For example, a disproportionate number of Black students are punished, suspended, and expelled compared with their White peers who exhibit similar behaviors (Coles & Powell, 2020; Gilliam et al, 2016). Thus, carving out a Black Space1 in schools is critical for Black students.…”

Section: Introductionmentioning

confidence: 99%

Relationship Building in a Black Space: Partnering in Solidarity

Jackson

2020

Journal of Literacy Research

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Given the persistence of anti-Blackness, the author demonstrates what can happen when Blackness takes precedence over anti-Blackness in an 11th-grade English classroom. This study uses critical autoethnography to explore a collaborative approach to teaching and learning that sustains Blackness. The author uses storying to amplify the significance of relationship building between a Black teacher and a Black teacher-researcher. This research further provides tools for transforming classrooms into sites of hope, healing, and resistance in a time when Black lives matter more than ever. In closing, the author offers the framework of justice-oriented solidarity (JOS) and highlights the power of cocollaboration to create an antiracist learning environment that sustains Blackness.

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A BlackCrit analysis on Black urban youth and suspension disproportionality as anti-Black symbolic violence

Cited by 61 publications

References 37 publications

Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations

Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations

Unspoken Grammar of Place: Anti-Blackness as a Spatial Imaginary in Education

Relationship Building in a Black Space: Partnering in Solidarity

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