Cornell Notes from Underground: Whiteness, Neoliberalism, and AVID for Higher Education

Rick Lybeck
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Abstract

This critical narrative study analyzes the discursive means by which the educational nonprofit AVID acculturates teacher educators and teacher preparation programs to its ideological network. Through scenes reconstructed from Cornell notes taken at an AVID Summer Institute, the author examines his double identity as an AVID for Higher Education (AHE) trainee, simultaneously alienated as a social justice educator but complicit in co-constructing AVID’s target white neoliberal identity. This article aims to encourage resistant risk-taking among critically leaning educators who may find themselves either avoiding white neoliberal educational reform activities taking place in their programs or complying with them against their better judgment. By co-conspiring to carry out critical interventions during white neoliberal reform activities, or by conducting critical “underground” research as this article exemplifies, white neoliberal educational reform may be decentered and more space opened for anti-oppressive pedagogies in teacher education. This study combines autobiographical and arts-informed methods from narrative inquiry to examine the double identity that emerged for the author during AHE training. Beginning with critical Cornell notes taken and kept “underground” during training, the author turns to Fyodor Dostoyevsky’s novella Notes From Underground as a guide to analysis, showing that critical resistance to the culture of positivism white neoliberalism promotes is both long-standing and not won by working alone. The article recommends that, in the struggle to center racial and social justice in teacher education, critical educators should co-conspire and actively seek out white neoliberal reform activities, prepared to intervene with knowledge not only from critical theories but from the histories of race that drive the discourses reform organizations use to acculturate teacher educators to their ideological networks.
康奈尔地下笔记:白人、新自由主义和高等教育 AVID
这项批判性叙事研究分析了非营利性教育机构 AVID 将教师教育工作者和教师培训项目纳入其意识形态网络的话语手段。作者通过康奈尔大学在 AVID 暑期学院所做笔记中重构的场景,审视了自己作为 AVID 高等教育(AHE)受训者的双重身份,即作为社会正义教育者的疏离感,同时又是 AVID 目标白人新自由主义身份的共同构建者。这篇文章旨在鼓励具有批判倾向的教育工作者进行反抗性冒险,因为他们可能会发现自己要么回避在其项目中开展的白人新自由主义教育改革活动,要么违背自己的判断顺从这些活动。通过在白人新自由主义改革活动中共同合作开展批判性干预,或通过开展批判性的 "地下 "研究(本文即为一例),白人新自由主义教育改革可能会去中心化,并为教师教育中的反压迫教学法开辟更多空间。本研究结合了叙事探究中的自传和艺术方法,考察了作者在 AHE 培训中出现的双重身份。作者从培训期间 "地下 "保存的康奈尔批判性笔记入手,以费奥多尔-陀思妥耶夫斯基的长篇小说《地下笔记》为分析指南,说明对白人新自由主义所倡导的实证主义文化的批判性抵制是长期存在的,也不是单枪匹马就能赢得的。文章建议,在以师范教育中的种族和社会正义为中心的斗争中,批判教育者应共同合作,积极寻找白人新自由主义的改革活动,准备不仅利用批判理论的知识,而且利用种族历史的知识进行干预,因为种族历史是改革组织用来使师范教育者适应其意识形态网络的话语。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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