Pedagogy of fear: toward a Fanonian theory of ‘safety’ in race dialogue

Leonardo, Zeus; Porter, Ronald K.

doi:10.1080/13613324.2010.482898

Cited by 388 publications

(295 citation statements)

References 25 publications

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“…In fact, it is possible that the white mind in society, or white ZPD, is precisely that form of cognition that works against learning in advance of whites' actual development and rather maintains a white zone of proximal underdevelopment (ZPUD). It is widely acknowledged that with respect to race development, whites already lag behind their counterparts of color (Howard 1999;Leonardo and Porter 2010;McIntosh 1992). With respect to race literacy (Twine 2004), or the ability to decode race relations, whites have been found either to resist or subvert pedagogy with racial content, particularly when it challenges white advantage and structural racism (King 2004).…”

Section: Unlearning and Development: Toward A Critical Understandingmentioning

confidence: 99%

White historical activity theory: toward a critical understanding of white zones of proximal development

Leonardo

Manning

2015

Race Ethnicity and Education

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Section: Unlearning and Development: Toward A Critical Understandingmentioning

confidence: 99%

White historical activity theory: toward a critical understanding of white zones of proximal development

Leonardo

Manning

2015

Race Ethnicity and Education

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“…Soudien 2010:892), any attempt to translate Leonardo and Porter's (2010) recommendations will need to deal with some of the ideologies about the meaning of the 1994 transition, especially those that have been used to justify resistance and avoidance. Deborah Posel's (2014:70) incisive reading of the discourses surrounding the first democratic election holds that:…”

Section: Discussionmentioning

confidence: 99%

Critical race theory and the question of safety in dialogues on race

Conradie

2016

Acta. Theol.

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This study seeks to combine research from critical race theory, as applied to post-1994 South Africa, with insights from practical theology. It looks into points of agreement between these perspectives, especially the call to critically appraise ideologies that deny or obscure the present-day consequences of racism. On this foundation, the article moves on to consider the recommendations adduced by Leonardo and Porter (2010:147) and Sue (2013:666-669) as to how dialogues around race and racism can be enhanced. The article begins by contextualising its argument, followed by an overview of the guiding principles of CRT, focusing on the way these have been applied to research in South Africa. Thereafter, the precepts of CRT are matched with insights from scholars in theology regarding the continued need to glean more precisely nuanced understandings of how race plays out in South African society. Finally, the article draws from Leonardo and Porter (2010:140-142) and Sue's (2013:666-669) suggestions.

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“…These are everyday microaggressions of racism (Delgado and Stefanic, 2001). Moments of hesitation and potential misunderstanding revealed how far a white researcher must go before joining a race dialogue in which they are made unsafe (Leonardo and Porter, 2010) in which they unlearn privilege (Rusch and Horsford, 2009). I adopt a reflexive stance "which demands that those involved in studying intersectionalities problematize their own social location at the intersection about which they seek to produce knowledge" (Holvino, 2010, p. 259).…”

Section: Positionalitymentioning

confidence: 99%

New Lands, New Languages: Navigating Intersectionality in School Leadership

Fuller

2018

Front. Educ.

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In the global context of deepening social and political divisions and at a time of growing forced displacement of people due to conflict, there is an ever increasing need for educators and school leaders to understand issues relating to equality and diversity with respect to themselves and the students with whom they work. In particular, the intersecting characteristics that make up individual and collective identities simultaneously afford opportunities and inflict oppressions depending on circumstances and context. This paper focuses on a theorization of intersectionality as simultaneity through an analysis of linguistic exchanges as they reveal fluctuations of empowerment and disempowerment in the context of culturally and linguistically responsive school leadership. It draws on research findings from the English case as part of an international comparative project focused on Black women principals' experiences of leading schools in England, South Africa and the United States of America. It reports an account of a British Pakistani Muslim woman's experience of school leadership as she negotiated a discussion of institutional racism in a school serving a multi-ethnic population of students. Using Bourdieu's linguistic concepts, I argue that a fine grained analysis of a series of reported linguistic exchanges with multiple stakeholders reveals how various members of the school community accepted or resisted her authority to use official language. There is no guarantee that linguistic habitus will convert into linguistic capital. Moreover, I argue that educators and school leaders need to understand intersectionality as simultaneity so they can navigate identity, institutional and social practices in relation to school leadership and the education of minoritized students.

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Pedagogy of fear: toward a Fanonian theory of ‘safety’ in race dialogue

Cited by 388 publications

References 25 publications

White historical activity theory: toward a critical understanding of white zones of proximal development

White historical activity theory: toward a critical understanding of white zones of proximal development

Critical race theory and the question of safety in dialogues on race

New Lands, New Languages: Navigating Intersectionality in School Leadership

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