The Right to Be Racist in College: Racist Speech, White Institutional Space, and the First Amendment

Moore, Wendy Leo; Bell, Joyce M.

doi:10.1111/lapo.12076

Cited by 50 publications

(50 citation statements)

References 18 publications

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“…Here the concept of white institutional space is useful for understanding the impact the social contexts of PWIs have on processes of black authenticity. White institutional space helps to explain the patterns and mechanisms of the production and reproduction of racial privilege and power in various institutional contexts (Moore 2008; Moore and Bell 2017). This theoretical concept “illuminates the entrenchment of white privilege in institutional contexts as well as the white normativity that justifies and reproduces that white privilege” (Moore and Bell 2017:102).…”

Section: Social Context and The Precarity Of Black Authenticitymentioning

confidence: 99%

On Shaky Ground: Black Authenticity at Predominantly White Institutions

Cox

2020

Social Currents

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This study investigates the ways in which social context affects processes of black authenticity, resulting in shaky ground for authentic blackness among black college students at predominantly white institutions (PWIs). Because of normalized whiteness, black PWI students are negotiating authentic blackness in social contexts that limit black expression and identity through external pressure from nonblack students, in addition to experiencing intraracial pressures from black peers. These students must walk a thin line: they have to avoid being labeled as either “too black” or “inauthentically” black by nonblack students while simultaneously working to be seen as “black enough” by black peers, which highlights the precarity of black authenticity at PWIs. I use interviews and qualitative surveys of 44 black students at two PWIs and one historically black university (HBCU); the data from the HBCU are used to highlight contrasts between two school types. Results indicate that, as a result of tighter boundaries around blackness drawn by both black and nonblack peers, black PWI students experience behavioral constraints, limited options for ethnic identification, and believe that HBCU students see them as less authentically black. Conversely, HBCU students did not describe similar behavioral constraints or ethnic exclusion, and made no claims of inauthentic blackness for black PWI students. Overall, results suggest that the social contexts of PWIs significantly affect black students’ experiences with black authenticity.

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Section: Social Context and The Precarity Of Black Authenticitymentioning

confidence: 99%

On Shaky Ground: Black Authenticity at Predominantly White Institutions

Cox

2020

Social Currents

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“…Perhaps it is time to "explore the being of the university anew and with a focus on the dimensions of the university that are not linked to higher education and, therefore, only occasionally have overlaps with teachers, students, and a formalized curriculum". 64 In becoming sensitive to the energy in alien ecologies, it might be feared that higher education might drift away from the societal, cultural, and political domains, but rather to the contrary it gathers, and it brings itself into play in new, surprising, and strange ways.…”

Section: Nothingness and The Move Towards Alien Ecologiesmentioning

confidence: 99%

“…63 This point is further emphasized by Moore and Bell who explored an interlocking and reciprocal relationship between overt acts of racism, colorblind racism, and the persistence of white institutional spaces. 64 By rejecting overt racism, institutions rhetorically define what "counts" as racism, situate themselves as nonracist, and camouflage continued participation in racialized institutional practices and structures. 65 Thus, the statements by the UA and Emory, which emphasize that the chalking messages "have no place on our campus community," serve to delink the acts from the culture of the campus, and in doing so reaffirm the persistence of colorblind racist ideologies.…”

Section: Implications and Conclusionmentioning

confidence: 99%

1. Higher Education and Alien Ecologies: Exploring the Dark Ontology of the University

Bengtsen¹,

Barnett²

2019

Philosophy and Theory in Higher Education

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The meaning of Anthropocene rests on the idea that there is a specific rationale behind the university and higher education, which is in itself progressive, educational, and redeeming. Institutions for, and students and teachers within, higher education, are more or less directly linked to the structures and rational of their political surroundings and social and cultural environments. However, just as there is depth to ecologies in the natural environment, and just as there is strangeness and even alien forms hidden within those environments, so it is with universities and higher education. They harbor hidden aspects, and these presences call from the dark, with their deeper and more unknown voices, even alien ones that seem to reach into universities not only from a future but also from a present that we cannot easily see or even understand. In this essay, we shed light on these more alien strands of higher education reality; what we term an “ontological excess” of universities. This darker ontology helps us argue that the foundations of the university go much deeper, and is societally more tangled, than the immediate pillars of the Anthropocene.

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“…Ben had remarked. Moore and Bell (2017) suggested that there is a symbiotic relationship between overt acts of racism on campuses and more subtle, colourblind racism, a relationship that serves to reproduce the space of higher education as white space, reinscribing and reinforcing white supremacy. For example, even as administrators denounce acts of racism, this denouncement erases other, more subtle forms of racism, (re)producing campus spaces as racist and perpetuating white supremacy.…”

Section: Rightmentioning

confidence: 99%

Hawks, Robots, and Chalkings: Unexpected Object Encounters During Walking Interviews on a College Campus

Flint

2019

Educ. res. soc. change.

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A feeding hawk, a sculpture of a fallen robot, and chalk markings pointing to a slave cemetery-each of these objects was unexpectedly encountered during walking interviews on a college campus. This article explores these object encounters in turn as provocations toward the potential for walking as a method to generate interventions in the reproduction of hegemonic spaces. Specifically, this paper takes up the Deleuzoguattarian concepts of the rhizome and the assemblage to explore how the practice of walking makes possible creative and imaginative explorations in the relationship between objects and place. Methodologically, walking produces the possibility for affirmative difference in the interview, a positive embrace of reading objects as complex and connected through an embodied enactment of rhizomes and assemblages. Inquiry that thinks with rhizomes and assemblages connects disparate encounters, moments, and objects through affirmative difference, embracing connections and relations. This article suggests implications for how the walking interview might engender reflective entanglements of theory and methodology, resist extractive methods, as well as produce imaginative reconceptualisations of place, and interventions and disruptions of hegemonic narratives.

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The Right to Be Racist in College: Racist Speech, White Institutional Space, and the First Amendment

Cited by 50 publications

References 18 publications

On Shaky Ground: Black Authenticity at Predominantly White Institutions

On Shaky Ground: Black Authenticity at Predominantly White Institutions

1. Higher Education and Alien Ecologies: Exploring the Dark Ontology of the University

Hawks, Robots, and Chalkings: Unexpected Object Encounters During Walking Interviews on a College Campus

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