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“Why You Always So Political?”: A Counterstory About Educational-Environmental Racism At A Predominantly White University, Martín Alberto Gonzalez
“Why You Always So Political?”: A Counterstory About Educational-Environmental Racism At A Predominantly White University, Martín Alberto Gonzalez
Taboo: The Journal of Culture and Education
Using critical race counterstorytelling, I tell a story about the experiences of Mexican/Mexican American/Xicanx (MMAX) undergraduate students at private, historically and predominantly white university in the Northeast. Drawing on in-depth interviews, participant observations, pláticas, document analyses, and literature on race and space and racism in higher education, I argue that the racially hostile campus environment experienced by MMAX students at their respective university manifests itself as a form of educational-environmental racism. Through narrated dialogue, Aurora (a composite character) and I delve into a critical conversation about how educational-environmental racism is experienced by MMAX students through a racialized landscape in the …
Selfless Selfishness: The Me And We Of Individuality, Jacob Bennett
Selfless Selfishness: The Me And We Of Individuality, Jacob Bennett
Taboo: The Journal of Culture and Education
In this provocation, I argue against contributors to the global publication The Economist that the biggest threat to western liberalism is not equity but rather an incomplete and misplaced definition of individualism. Such a definition does not take the history of racism in the context of the United States (U.S.) into consideration. Through lessons taught by a heyoka of the Oglala Lakota people, Black Elk, a refined conceptualization of individuality could center both the personal and communal to set the stage for truly equitable policy development within the U.S.
(Re)Opening Closed/Ness: Hauntological Engagements With Historical Markers In The Threshold Of Mastery, Bretton A. Varga, Timothy Monreal
(Re)Opening Closed/Ness: Hauntological Engagements With Historical Markers In The Threshold Of Mastery, Bretton A. Varga, Timothy Monreal
Taboo: The Journal of Culture and Education
This project explored functionalities of (ghostly) mastery within the radical context of institutionally historical designations. We first identified historical designations of our university campuses and then, using Jackson and Mazzei’s (2012) thinking with theory, entangled our hauntological perspectives with published “material” (e.g., university website articles, materials on official websites) and researcher generated photographs. As such, the purpose of this project is to loosen the grip of narrative mastery governing the designation of historical markers located throughout learning institutions. Thus, in unleashing ghosts/hauntings, we offer a theoretically informed opening towards troubling the vulnerability of history/ies, narratives, and spaces institutions seek to—and …