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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
(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 …
White Supremacists And The White Urge To Call Them Terrorists, Jin Chang
White Supremacists And The White Urge To Call Them Terrorists, Jin Chang
Taboo: The Journal of Culture and Education
In this article, I argue that the election and inauguration of President Biden should not be a moment of celebration for any scholar, activist, or individual committed to ending the white supremacist empire of America, especially in relation to his condemnation of the January 6th white supremacist rioters as “domestic terrorists.” However, I believe it is for a different reason than much of the current discourse suggests from many progress scholars and journalists. The current line many progressive scholars and activists cite as the reason to avoid calling white supremacists “terrorists” has been because they fear such language will …
A Mixed-Methods Analysis Of Educational Spaces And Black Identity Development, Kala Burrell-Craft, Danielle R. Eugene
A Mixed-Methods Analysis Of Educational Spaces And Black Identity Development, Kala Burrell-Craft, Danielle R. Eugene
Taboo: The Journal of Culture and Education
Guided by Critical Race Theory, Racial Space Theory, and Black Identity Development through the lens of the Nigrescence model, this mixed-methods study explored the links between educational spaces/places and Black identity development in a sample of Black professional adults (n=39). Correlation analysis revealed a weak positive relationship between space and Black racial identity and little to no correlational effect between place and Black racial identity. Three themes were identified: educational spaces, HBCU versus PWI debate, and stages of Black identity development with each providing more depth of understanding of how educational spaces influence Black identity development. Study implications are discussed.