Queer punishments: School safety and youth of color in the United States

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2023-01-24 DOI:10.1080/10665684.2022.2159897

Gabrielle Orum Hernández, Chris A. Barcelos

引用次数: 0

Abstract

ABSTRACT Although educational research and policymaking in the United States has generally framed LGBTQ youth and youth of color as mutually exclusive groups, LGBTQ youth of color are increasingly included in discourses surrounding school safety. These discourses tend to position youth as vulnerable, at-risk subjects who are passive victims of interpersonal homophobia. Using the theoretical frameworks queer of color critique and queer necropolitics, and a situational analysis mapping strategy, we analyzed GLSEN’s 2019 National School Climate Survey report, breakout reports on LGBTQ youth of color, and related advocacy efforts. These frameworks helped us consider how school climate research and policymaking relies on carceral logics that center and uphold whiteness. The GLSEN reports function as a form of embedded science that mobilizes individual understandings of violence and queer investments in punishment. We offer queer of color critique as a strategy for researchers and policymakers to get unstuck on school safety.

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酷儿惩罚:美国的学校安全与有色人种青年

摘要尽管美国的教育研究和政策制定通常将LGBTQ青年和有色人种青年界定为相互排斥的群体，但LGBTQ有色人种青年越来越多地被纳入围绕学校安全的讨论中。这些话语倾向于将年轻人定位为弱势、有风险的主体，他们是人际恐同症的被动受害者。利用有色人种酷儿批判和酷儿死亡政治的理论框架，以及情境分析映射策略，我们分析了GLSEN的2019年全国学校气候调查报告、关于有色人种LGBTQ青年的突破性报告以及相关的宣传工作。这些框架帮助我们思考学校气候研究和政策制定如何依赖于以白人为中心并维护白人的核心逻辑。GLSEN报告作为一种嵌入科学的形式，动员个人对暴力的理解和对惩罚的酷儿投资。我们提供有色人种批判，作为研究人员和政策制定者在学校安全问题上摆脱困境的策略。

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.