The Gradual and Immediate Violence of an Engineered Conflict: School Closings, Public Housing, Law Enforcement, and the Future of Black Life in Chicago

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
David Stovall
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引用次数: 0

Abstract

Background/Context: This article considers violence, both structurally and interpersonally, in Chicago, a city that moves to isolate and contain many of its Black working-class/low-income/no-income residents. Violence (particularly death by gun violence) should never be understood as a singular social problem that requires unilateral decisions on how to address the issue. Instead, it is critical to understand that homicides and other forms of violence are often the outcomes of conflict exacerbated by planned scarcity and abandonment (engineered conflict). In short, we should consider these conflicts as largely engineered by the state, declaring some Chicago residents to be of value along the lines of race, class, gender, age, (dis)ability, and sexual orientation, while others are deemed disposable. Purpose/Objective/Research Question/Focus of Study: Instead of the deficit narrative of crazed, pathological criminals roaming the streets, another conversation pushes us to understand violence beyond the acts that result in bodily harm or death, and begin to consider the structural conditions that increase the chances of a violent act taking place. For these reasons, this article contemplates the following questions: What pushes people to be in conflict with each other while remaining reluctant to strike back at the system that has largely engineered the conditions of marginalization, isolation, and containment? More important, for those who have decided to resist, what are they doing to address the situation while building new realities for themselves and the people they care about? Research Design: The design of the study is qualitative, utilizing archival and current data on school closings, the destruction of public housing, and law enforcement. Utilizing conceptual design, the study positions engineered conflict as a material and ideological process with the goal of rendering certain Black communities in Chicago disposable. Conclusions/Recommendations: Instead of ending with the adage that “there’s nothing we can do about it,” we should understand that people who find state-sanctioned violence to be unacceptable are operating in ways that are proactive and compelling. Local organizations throughout the city have created their own unique processes in developing strategies to address affordable housing, quality education, and public safety. Their consideration of fugitive possibilities (strategies that are not based in commonplace policy solutions offered by the state) and actions is critical in a city that attempts to enforce a logic of disposability on their humanity.
设计冲突的渐进和直接暴力:学校关闭,公共住房,执法和芝加哥黑人生活的未来
背景/背景:本文从结构和人际两个方面考虑了芝加哥的暴力行为,这座城市开始孤立和遏制许多黑人工人阶级/低收入/无收入居民。暴力(尤其是枪支暴力致死)永远不应被理解为一个单一的社会问题,需要就如何解决这个问题做出单方面决定。相反,至关重要的是要理解,杀人和其他形式的暴力往往是冲突的结果,而冲突又因有计划的稀缺和遗弃(蓄意冲突)而加剧。简言之,我们应该认为这些冲突在很大程度上是由州政府策划的,宣称一些芝加哥居民在种族、阶级、性别、年龄、(dis)能力和性取向方面具有价值,而其他人则被视为可抛弃的。目的/目的/研究问题/研究重点:与疯狂、病态罪犯在街上游荡的不足叙事不同,另一场对话促使我们理解导致身体伤害或死亡的行为之外的暴力,并开始考虑增加暴力行为发生几率的结构性条件。出于这些原因,本文思考了以下问题:是什么促使人们相互冲突,同时又不愿意反击在很大程度上制造了边缘化、孤立和遏制条件的制度?更重要的是,对于那些决定抵抗的人来说,他们正在做什么来解决这种情况,同时为自己和他们关心的人构建新的现实?研究设计:该研究的设计是定性的,利用了关于学校关闭、公共住房破坏和执法的档案和当前数据。该研究利用概念设计,将工程冲突定位为一个物质和意识形态过程,目的是使芝加哥的某些黑人社区变得可抛弃。结论/建议:与其以“我们对此无能为力”这句格言结尾,我们应该明白,那些认为国家批准的暴力行为是不可接受的人,他们的行为方式是积极和令人信服的。全市各地的地方组织在制定解决经济适用房、优质教育和公共安全问题的战略时,都制定了自己独特的流程。他们对逃亡可能性(不是基于国家提供的常见政策解决方案的策略)和行动的考虑,对于一个试图对其人性实施可处置逻辑的城市来说至关重要。
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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