Allied Attestations: Troubling a Progressive Goodwill and ‘Duty to Speak Out’

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2023-03-30 DOI:10.1080/10665684.2023.2192982

Ethan Chang, Uriel Serrano, Julie Kasper

引用次数: 0

Abstract

ABSTRACT Increasingly fraught disputes over education have elevated local school boards as key sites of inquiry. In this critical ethnography, we examine how ostensibly neutral school board rules, routines, and relations play out in practice. We asked, How do (queer) youth of color proponents, white opponents, and white allies of an anti-oppressive educational program exercise their agency within the organizational contexts of one suburban California school board? Drawing on our field notes and 146 school board testimonies, we argue that white allies leveraged their social positioning (e.g. “As a white male …”) to counteract white opponents’ reactionary grassroots campaign. These allied attestations expressed progressive goodwill and yet reified violent hierarchies of human being that naturalized (queer) youth of color as illegitimate knowers. We discuss how an ethic of co-witnessing might interrupt hierarchies of truth and being encoded in school board organizational settings.

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联合认证：争取进步善意和“发声的义务”

摘要日益激烈的教育争议已将地方学校董事会提升为关键的调查场所。在这本批判性的民族志中，我们考察了表面上中立的学校董事会规则、惯例和关系在实践中是如何发挥作用的。我们问，反压迫教育计划的（酷儿）有色人种青年支持者、白人反对者和白人盟友如何在加州郊区学校董事会的组织背景下行使他们的权力？根据我们的现场笔记和146份学校董事会证词，我们认为白人盟友利用他们的社会定位（例如“作为白人男性……”）来对抗白人对手的反动草根运动。这些联合的证明表达了进步的善意，但又具体化了人类的暴力等级制度，将有色人种的（酷儿）青年自然化为非法的知者。我们讨论了共同见证的道德观如何打断真相的等级制度，并被编码在学校董事会的组织环境中。

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.