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ERIC Number: EJ769264
Record Type: Journal
Publication Date: 2006-Jan
Pages: 28
Abstractor: ERIC
Reference Count: 39
ISSN: ISSN-1071-4413
Reaching for Justice: The Pedagogical Politics of Agency, Race, and Change
Simpson, Jennifer S.
Review of Education, Pedagogy & Cultural Studies, v28 n1 p67-94 Jan 2006
The prevalence of institutional racism in the United States presents an urgent and complicated challenge. Little agreement exists among scholars regarding the existence and implications of racism, or the position educators might take in addressing it. In the context of public and scholarly retreats from the significance of and responsibility for individual and institutional racism, cultural studies is one area of discourse which has addressed both race and the ethical obligations of educators to a more just society, and offers those interested in such conversations a framework and resources for considering what is possible in terms of critique and change. Many working in cultural studies-related fields have addressed these obligations in the context of teaching and learning. In this article, the classroom serves as a starting point for an analysis of racism, cultural studies, and pedagogy. This article begins with a conversation among students and the author about the killing of Amadou Diallo in New York, and through this conversation, explores issues of race, the reality of different viewpoints in the classroom, and the practice of justice on the part of faculty faced with students with racist viewpoints. After a brief discussion of race in social life and higher education, and of autoethnography, the author relies on the conversation about Diallo's death and institutional accountability for practical and theoretical points of departure in relationship to cultural studies' attention to agency, race, and change, including the fine thread of balance when the content of students' agency seems to be itself unjust. (Contains 10 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York; United States