Snatching Bodies, Snatching History/ies: Exhuming the Insidious Plundering of Black Cemeteries as a Curriculum of Postmortem Racism

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2022-07-03 DOI:10.1080/10665684.2022.2132190

Bretton A. Varga, Mark E. Helmsing, C. van Kessel, Rebecca C. Christ

引用次数: 0

Abstract

ABSTRACT This article engages in curriculum work regarding the theft of Black bodies and history/ies, the plundering of Black cemeteries, and sustained hegemonic efforts to use and reuse Black bodies for white/settler onto-epistemological advancements. In particular, this article draws from assemblages of violence and necropolitics to explore implications of postmortem racism on curriculum studies. By tracing the history of body snatching, we identify and discuss the problematic of snatching as a practice and connect it to the problematic of white/settler onto-epistemologies that remain (violently) connected to educational research. The implications of these problematics lead us to call for more wake work in embodying, decolonizing, and unsettling curriculum.

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抢夺尸体，抢夺历史/故事:挖掘黑人墓地的阴险掠夺作为一门死后种族主义课程

摘要:本文的课程工作涉及黑人身体和历史的盗窃，黑人墓地的掠夺，以及为白人/定居者的认知进步而持续使用和再利用黑人身体的霸权努力。特别地，本文从暴力和死亡政治的集合来探讨死后种族主义对课程研究的影响。通过追溯身体掠夺的历史，我们识别并讨论了作为一种实践的掠夺问题，并将其与白人/定居者的本体认识论问题联系起来，后者仍然(激烈地)与教育研究联系在一起。这些问题的影响使我们呼吁在体现、非殖民化和令人不安的课程方面进行更多的清醒工作。

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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来源期刊

Equity & Excellence in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

23.10%

发文量

期刊介绍： Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.