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"DeLeon, Abraham P"
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“A Perverse Kind of Sense”: Urban Spaces, Ghetto Places and the Discourse of School Shootings
School shootings loom large in the collective imagination and young, White males commit a majority of these horrific crimes. Although many of the descriptions of school shooters in the media and scholarly studies attribute their actions to psychological problems and/or personal/social failings, these events are also often placed in a comparative stance with urban crime, despite being an unrelated sociological phenomenon. The discourses describing these school shootings reproduce stereotypical notions of blackness, rooted in senseless violence, rampant sexuality, poor work ethic, a lack of strong morality and the supposedly degenerate nature of urban crime and “ghetto” culture. The author argues these conceptions have a historical lineage dating back to European colonization and demonstrates the necessity for examining contemporary urban issues within a postcolonial context. This type of critical analysis exposes deficit discourses surrounding urban spaces, places and people of color, allowing for resistance to these types of dominant representations.
Journal Article
From the Shadows of History: Archives, Educational Research, and Imaginative Possibilities
\"All power to the imagination!\" This popular anarchist phrase pushes us to re-examine radical politics through the imagination and its potential role for curriculum studies and educational theory. The imagination serves an important role in creating alternative realities, forcing us to step outside current epistemological boundaries. Archival research may be able to capture how the imagination has arisen historically. Specifically, the author engages \"Project Y\", an autonomous, artistic, scholarly, imaginative, and spontaneous space for youth during HemisFair'68, the Worlds' Fair held in San Antonio, Texas in 1968. A utopian space was envisioned that gave young people an opportunity to produce artistic work that celebrated originality, inclusion, and self-determination. Project Y forces curriculum theorists and educational scholars to engage archival research, exploring past events that may help us understand contemporary social problems. Through our collective imaginations, scholars can explore possibilities that may not be available under current social, political, environmental and economic realities.
Journal Article
A Schizophrenic Scholar Out for a Stroll: Multiplicities, Becomings, Conjurings
Compare this to a classroom beyond the walls and desks of the institution that has delinked, those anarchist experiments in education without a formal curriculum, devoid of accountability schemes and embracing the chaotic nature of empowering educational experiences.24 Like the confessional techniques of the analyst, schooling demands rigid curricular paradigms tied to accountability measures or you find yourself operating within the realms of the absurd. \"26 Pointing Towards Becomings When Mick Travis breaks free from his oppressive British public school experience (or when anyone takes that unexpected stroll), Mick takes the audience with him; I felt a yearning to experience that same type of escape in which authority is shunned, that \"hierarchized, continuous and functional surveillance\" that inhibits new forms of becoming to emerge.27 The violence of If... is purely metaphorical, but when one is captured with no escape possible, the absurd becomes an option, escaping \"the uninterrupted play of calculated gazes. \"64 And when they establish themselves as legion, they connect to the multiplicity and the unbounded nature of the multitudes.65 Nonhuman animals have been categorized through artificial hierarchies, when European scientists wanted to classify plant and animal life.66 To take a stroll and think differently about the world around us would mean rethinking these dated and tired practices that emerged from the European Enlightenment and Scientific Revolutions in which Europeans celebrated finally grasping what they believed Truth to be in its purest forms. [...]an attack against the king's natural person was, at the same time, an attack against the body corporate of the realm.
Journal Article
Beware of \Black\ the Ripper! Racism, Representation, and Building Antiracist Pedagogy
The cover of the June 15, 2006, edition of the New York Post reported that Kenny Alexis, who was dubbed \"The Ripper,\" was apprehended after he attacked several people in a New York City subway. Alexis was shown standing ominously with several white police officers behind him. At first, the story seems to describe a random and violent attack in New York. However, the claims made in the description of Alexis, the event, and his photograph typify the representation of African American people as criminal, deviant, sexualized, and unruly. The representation of Alexis follows a common portrayal of people of color represented as the Other. The author suggests ways teachers can use this event and others like it to build an antiracist pedagogy.
Journal Article
Education, Human Rights, and the State
Education is rife with issues of equity and social justice. From the opportunity to attend quality schools, to receiving a healthy and nutritious lunchtime meal, to how special education services are meted out, public schooling is entrenched in the fight for a better and more just world. In this tradition, a central problem for education should be to engage and respond to concepts of “rights,” perhaps most important to figure out what the international establishment of human rights (denoted below as HR) would, could, or should mean in the context of educational theory, philosophy, and practice in the United States.
Book Chapter
Beware of \Black\ the Ripper! Racism, Representation, and Building Antiracist Pedagogy
The cover of the June 15, 2006, edition of the New York Post reported that Kenny Alexis, who was dubbed \"The Ripper,\" was apprehended after he attacked several people in a New York City subway. Alexis was shown standing ominously with several white police officers behind him. At first, the story seems to describe a random and violent attack in New York. However, the claims made in the description of Alexis, the event, and his photograph typify the representation of African American people as criminal, deviant, sexualized, and unruly. The representation of Alexis follows a common portrayal of people of color represented as the Other. The author suggests ways teachers can use this event and others like it to build an antiracist pedagogy. [PUBLICATION ABSTRACT]
Journal Article