制定反种族主义教育学:勒布朗·詹姆斯和道格·里弗斯的反种族主义话语分析

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2023-01-11 DOI:10.1080/10665684.2022.2158392

Brittany Jones, J. Berends

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引用次数: 1

摘要

2020年夏天，针对乔治·弗洛伊德、布雷欧娜·泰勒、阿莫德·阿贝里和雅各布·布莱克的非法死亡，美国各地爆发了反对警察暴行的强烈抗议活动。尽管抗议活动的类型多种多样，从走上街头的当地草根组织到利用他们的平台来解决不公正问题的运动员，但抗议活动都有一个目标，那就是引起人们的关注，提高人们的意识，并希望改变不公正的法律制度，这种制度一直不成比例地影响着手无寸铁的黑人。这篇文章的目的是关注勒布朗·詹姆斯和道格·里弗斯对雅各布·布莱克被枪击事件的反应。雅各布·布莱克是一名黑人，在威斯康星州基诺沙被警察从背后开了七枪。运用批判话语分析(CDA)，在黑人批判理论(BlackCrit)的指导下，我们认为这两个黑人的动态话语不仅是一种抗议和抵抗行为，而且还为反种族主义的存在和成为反种族主义提供了教学依据。

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Enacting Antiracist Pedagogy: An Analysis of LeBron James and Doc Rivers’ Antiracist Discourse

ABSTRACT In the summer of 2020, powerful protests against police brutality took place throughout the United States in response to the unlawful deaths of George Floyd, Breonna Taylor, Ahmaud Arbery, and the shooting of Jacob Blake. Though the types of protests ranged from local grassroot organizations walking the streets to athletes using their platforms to address the injustices, the protests had one goal in mind—to bring attention, awareness, and hopefully change to an unjust legal system that consistently and disproportionately affects unarmed Black people. The aim of this article is to focus on the responses of both LeBron James and Doc Rivers to the shooting of Jacob Blake, a Black man who was shot seven times in the back by police in Kenosha, Wisconsin. Using Critical Discourse Analysis (CDA), as informed by Black Critical Theory (BlackCrit), we argue that the dynamic words of these two Black men not only operate as an act of protest and an act of resistance, but also they provide pedagogical enactments for being and becoming antiracist.

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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.