Rethinking Race, Recognition, and the Politics of Education After Judith Butler's Gender Trouble PDF Download
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Author: Jason Pfeifle
Publisher:
ISBN: 9781267294760
Category :
Languages : en
Pages : 283
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Book Description
While Judith Butler's contributions to feminist thought and queer theory have been widely acknowledged, the significance of her thought for the field of political theory has yet to be fully explored. This dissertation explores how Butler's theories of gender performativity and subjectivation could contribute to current theoretical understandings of three important topics within political theory: race, recognition, and the politics of education. First, this dissertation elaborates a theory of race performativity. It contends that this account of race performativity expands Butler's own framework for analyzing how subjects are produced and differentiated from one another, and that this account also advances current theoretical understandings of race by conceptualizing race as an ongoing, reiterative process and drawing attention to the crucial role that linguistic practices play in the normative production of race. This dissertation then uses these performative understandings of gender and race, as well as the notion of the subject that underlies them, to resolve problems that are commonly associated with normative theories of recognition, particularly those that are grounded in multiculturalist understandings of difference. However, rather than simply revising existing theories of recognition, this dissertation develops a Butlerian approach to recognition and defends it against current theories of recognition such as those put forth by Charles Taylor and Nancy Fraser. Finally, to draw out the normative implications of this Butlerian approach, this dissertation considers how the goals and aims of this approach could be advanced through education. In doing so, it reveals many of the weaknesses that plague liberal multicultural approaches to difference in education and shows how these limitations might be overcome.
Author: Jason Pfeifle
Publisher:
ISBN: 9781267294760
Category :
Languages : en
Pages : 283
Get Book Here
Book Description
While Judith Butler's contributions to feminist thought and queer theory have been widely acknowledged, the significance of her thought for the field of political theory has yet to be fully explored. This dissertation explores how Butler's theories of gender performativity and subjectivation could contribute to current theoretical understandings of three important topics within political theory: race, recognition, and the politics of education. First, this dissertation elaborates a theory of race performativity. It contends that this account of race performativity expands Butler's own framework for analyzing how subjects are produced and differentiated from one another, and that this account also advances current theoretical understandings of race by conceptualizing race as an ongoing, reiterative process and drawing attention to the crucial role that linguistic practices play in the normative production of race. This dissertation then uses these performative understandings of gender and race, as well as the notion of the subject that underlies them, to resolve problems that are commonly associated with normative theories of recognition, particularly those that are grounded in multiculturalist understandings of difference. However, rather than simply revising existing theories of recognition, this dissertation develops a Butlerian approach to recognition and defends it against current theories of recognition such as those put forth by Charles Taylor and Nancy Fraser. Finally, to draw out the normative implications of this Butlerian approach, this dissertation considers how the goals and aims of this approach could be advanced through education. In doing so, it reveals many of the weaknesses that plague liberal multicultural approaches to difference in education and shows how these limitations might be overcome.
Author: Judith Butler
Publisher: Routledge
ISBN: 1136783245
Category : Literary Criticism
Languages : en
Pages : 273
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Book Description
With intellectual reference points that include Foucault and Freud, Wittig, Kristeva and Irigaray, this is one of the most talked-about scholarly works of the past fifty years and is perhaps the essential work of contemporary feminist thought.
Author: Charlotte Chadderton
Publisher: Springer
ISBN: 3319733656
Category : Education
Languages : en
Pages : 213
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Book Description
This book provides an analysis of race and education through the lens of the work of Judith Butler. Although Butler tends to be best known in the field of education for her work on gender and sexuality, her work more broadly encompasses the functioning of power and hegemonic norms and the formation of subjects, and thus can also be applied to analyse issues of race. Applying a Butlerian framework to race allows us to question its ontological status, while considering it a hegemonic norm and a performative notion which has a significant impact on real lives. The author considers the implications of Butler’s thinking for debates; addressing diverse contemporary educational issues in which race continues to be (re)produced, such as the formation of leaner identities, the production of the good citizen, raising student aspirations, counter terrorism and surveillance in education, and qualitative research in education. This book will be of interest to students and scholars of education and race, the sociology of education and equality of opportunity.
Author: Catherine Marshall
Publisher: Routledge
ISBN: 1135720177
Category : Education
Languages : en
Pages : 240
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Book Description
What can schools do to eliminate sexism and racism? By the 1990's with shifting demographics, disillusionment with conventional liberal policies and new political coalitions, the politics of race and gender requires new analyses. The chapters in this book demonstrate how the politics of race and gender enter into proposals for parental choice, business involvement in schools, definitions of good leadership, special schools for minority children, curriculum debates, and debates about testing and accountability. Catherine Marshall provides the political historical context of race and gender politics in schools, and the following eighteen chapters provide a greater in-depth analysis. The chapters include work of scholars and policy analysts focusing on policy and policy implementation at all levels of school politics in the US, Australia and Israel. The book ends with critical policy analysis, raising deep theoretical questions and pulling out the chronic race and gender issues in education politics.
Author: Deborah Youdell
Publisher: Routledge
ISBN: 9780367584610
Category : Education
Languages : en
Pages : 204
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Book Description
This collection brings together some of the most outstanding work in education that has developed and applied Judith Butler's work to empirical questions, providing compelling analyses of the ways that the subjects of education are made; how inequalities are produced in the minutiae of practice; and how education's subjectivated subjects can act
Author: Kalwant Bhopal
Publisher: Routledge
ISBN: 1136628983
Category : Education
Languages : en
Pages : 243
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Book Description
Education is a controversial subject in which difficult and contested discourses are the norm. Individuals in education experience multiple inequalities and have diverse identifications that cannot necessarily be captured by one theoretical perspective alone. This edited collection draws on empirical and theoretical research to examine the intersections of "race," gender and class, alongside other aspects of personhood, within education. Contributors from the fields of education and sociology seek to locate the dimensions of difference and identity within recent theoretical discourses such as Critical Race Theory, Judith Butler and ‘queer’ theory, post-structural approaches and multicultural models, as they analyze whiteness and the education experience of minority ethnic groups. By combining a mix of intellectually rigorous, accessible, and controversial chapters, this book presents a distinctive and engaging voice, one that seeks to broaden the understanding of education research beyond the confines of the education sphere into an arena of sociological and cultural discourse.
Author: Laurie Cooper Stoll
Publisher: Lexington Books
ISBN: 0739176439
Category : Social Science
Languages : en
Pages : 157
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Book Description
Race and Gender in the Classroom explores the paradoxes of education, race, and gender, as Laurie Cooper Stoll follows eighteen teachers carrying out their roles as educators in an era of “post-racial” and “post-gendered” politics. Because there are a number of contentious issues converging simultaneously in these teachers’ everyday lives, this is a book comprised of several interrelated stories. On the one hand, this is a story about teachers who care deeply about their students but are generally oblivious to the ways in which their words and behaviors reinforce dominant narratives about race and gender, constructing for their students a worldview in which race and gender do not matter despite their students’ lived experiences demonstrating otherwise. This is a story about dedicated, overworked teachers who are trying to keep their heads above water while meeting the myriad demands placed upon them in a climate of high-stakes testing. This is a story about the disconnect between those who mandate educational policy like superintendents and school boards and the teachers who are expected to implement those policies often with little or no input and few resources. This is ultimately a story, however, about how the institution of education itself operates in a “post-racial” and “post-gendered” society.
Author: Sarah Marie Stitzlein
Publisher: Rowman & Littlefield Publishers
ISBN: 0742565688
Category : Education
Languages : en
Pages : 175
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Book Description
Every day teachers encounter moments of racial and gender tension in their classrooms. In the most drastic cases, these situations erupt into overt conflict or violence, while in other instances they go largely unnoted. Such incidents reveal that despiteequality legislation and the good intentions of many teachers, racial and gender problems persist. How can teachers more effectively handle these moments? How can they prevent them in the future? This book is the first to unite two major schools of educational philosophy, traditional American pragmatism and contemporary poststructuralism, to offer both theoretical and concrete suggestions for dealing with actual classroom race and gender related events. While schools are one of the most common settings ofrace and gender discord, this book upholds schools as the primary location for alleviating systems of oppression. For it is within schools that children learn how to enact and respond to race and gender through the cultivation of habits, including dispositions, bodily comportment, and ways of interacting. In a spirit of social transformation, this book argues that when students learn to inhabit their races and genders more flexibly, many classroom problems can be prevented and current social structures of identity-based oppression can be alleviated.
Author: Catherine Prendergast
Publisher: SIU Press
ISBN: 9780809325252
Category : Education
Languages : en
Pages : 228
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Book Description
In anticipation of the fiftieth anniversary of the landmark Brown v. Board of Education decision, Catherine Prendergast draws on a combination of insights from legal studies and literacy studies to interrogate contemporary multicultural literacy initiatives, thus providing a sound historical basis that informs current debates over affirmative action, school vouchers, reparations, and high-stakes standardized testing. As a result of Brown and subsequent crucial civil rights court cases, literacy and racial justice are firmly enmeshed in the American imagination--so much so that it is difficult to discuss one without referencing the other. Breaking with the accepted wisdom that the Brown decision was an unambiguous victory for the betterment of race relations, Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education finds that the ruling reinforced traditional conceptions of literacy as primarily white property to be controlled and disseminated by an empowered majority. Prendergast examines civil rights era Supreme Court rulings and immigration cases spanning a century of racial injustice to challenge the myth of assimilation through literacy. Advancing from Ways with Words, Shirley Brice Heath's landmark study of desegregated communities, Prendergast argues that it is a shared understanding of literacy as white property which continues to impact problematic classroom dynamics and education practices. To offer a positive model for reimagining literacy instruction that is truly in the service of racial justice, Prendergast presents a naturalistic study of an alternative public secondary school. Outlining new directions and priorities for inclusive literacy scholarship in America, Literacy and Racial Justice concludes that a literate citizen is one who can engage rather than overlook longstanding legacies of racial strife.
Author: Judith Butler
Publisher: Verso Books
ISBN: 1788732782
Category : Political Science
Languages : en
Pages : 194
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Book Description
Judith Butler’s new book shows how an ethic of nonviolence must be connected to a broader political struggle for social equality. Further, it argues that nonviolence is often misunderstood as a passive practice that emanates from a calm region of the soul, or as an individualist ethical relation to existing forms of power. But, in fact, nonviolence is an ethical position found in the midst of the political field. An aggressive form of nonviolence accepts that hostility is part of our psychic constitution, but values ambivalence as a way of checking the conversion of aggression into violence. One contemporary challenge to a politics of nonviolence points out that there is a difference of opinion on what counts as violence and nonviolence. The distinction between them can be mobilised in the service of ratifying the state’s monopoly on violence. Considering nonviolence as an ethical problem within a political philosophy requires a critique of individualism as well as an understanding of the psychosocial dimensions of violence. Butler draws upon Foucault, Fanon, Freud, and Benjamin to consider how the interdiction against violence fails to include lives regarded as ungrievable. By considering how ‘racial phantasms’ inform justifications of state and administrative violence, Butler tracks how violence is often attributed to those who are most severely exposed to its lethal effects. The struggle for nonviolence is found in movements for social transformation that reframe the grievability of lives in light of social equality and whose ethical claims follow from an insight into the interdependency of life as the basis of social and political equality.
