Resisting Divide-and-Conquer Strategies in Education: Pathways and Possibilities examines the ways in which divide-and-conquer strategies operate in the American public education system. In U.S. education, these mechanisms are endemic and enduring, if not always evident. Coordinated, strategic, well-funded, politically-viable campaigns continue to stoke fear, othering, villainization, and dehumanization of minoritized groups, pushing false and problematic narratives that inhibit progress toward social justice. Weaponizing hegemony and leveraging misinformation, reactionary agents and institutions seek to suppress truth, block access to democratic participation, and dismantle education and other sites of emancipatory possibility through the strength of divide-and-conquer mechanisms, pitting relatively disempowered groups against one another to preserve the dominant social order.
Readers of this book will encounter conceptual and critical interrogations of divide and conquer. The text will help facilitate inquiry and engagement into how divide and conquer operates and how it can be resisted. It looks at the history of the phenomenon, as well as its current state, especially as it relates to education. What insights and lessons might we learn from a focused examination of divide and conquer, and what strategies of resistance are both possible and necessary for challenging it?
This text is designed for undergraduate and graduate classrooms in education and social sciences. Part I, Ideology and Sociopolitical Contexts, dissects how divide-and-conquer mechanisms operate ideologically and sociopolitically. Part II, Policies and Practices, focuses on how divide-and-conquer mechanisms shape exclusionary U.S. educational policies and practices. Part III, Resistance and Liberation, documents efforts of liberatory communicative, curricular, and pedagogical possibilities. Each chapter concludes with a set of critical questions for reflection and engagement.
Perfect for courses such as: Foundations of Education; Schools and Society; Schooling in America; History of Education; Philosophy of Education; Sociology of Education; Social Studies; Critical Theory in Education.
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Produkt-Hinweis
Broschur/Paperback
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Maße
Höhe: 229 mm
Breite: 153 mm
Dicke: 21 mm
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ISBN-13
978-1-9755-0596-7 (9781975505967)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Dr. Dennis L. Rudnick is an Assistant Professor of Education at Metropolitan State University of Denver. He has over 25 years of experience as an educator, researcher, administrator, facilitator, program developer, consultant, and public speaker on multicultural, civil rights, and social justice issues. Dr. Rudnick formerly served as an Assistant Professor and Dean's Diversity Fellow at Missouri State University, and Associate Director of Multicultural Education and Research at Indiana University Purdue University-Indianapolis. Dr. Rudnick's research focuses on the relationships between identity, ideology, socialization, knowledge construction and their impacts on White anti-oppressive teacher identity development. Recent scholarship includes "The Least Racist White Person in the Room," published in Unhooking from Whiteness (3rd ed.); "Dilemmas in Asynchronous Multicultural Teacher Education From a Relational Pedagogy Perspective," published in the Handbook of Research on Opening Pathways for Marginalized Individuals in Higher Education; and "Walking on Egg Shells: Colorblind Ideology and Race Talk in Teacher Education," published in Multicultural Education Review.
List of Figures and Tables
Acknowledgments
Foreword
Introduction
Part I -- Ideological and Sociopolitical Contexts
Chapter 1. The Emotionalities of Whiteness and the Anti-CRT Frenzy in Education
Jaylene Patterson and Cheryl E. Matias
Chapter 2. Christian Nationalist Ideology and the Crusade Against Public Education
Jamie C. Atkinson
Chapter 3. School "Choice" as a Method of Division: Leveraging Fear to Promote White Supremacy and Christian Nationalism
T. Jameson Brewer
Chapter 4. Florida and the Right's Counter-Revolution: A nti-Communism as Divide and Conquer in Education
Isaac Gottesman
Chapter 5. How Ideology Stifles Equity: Analyzing the Sociopolitical Context of Anti-Immigrant Rhetoric and Its Impact on Culturally and Linguistically Sustaining Pedagogy
Violet Jimenez Sims and Luana Y. Ferreira
Part II -- Policies and Practices
Chapter 6. Educational Redlining: Bridging Historical Contexts to Contemporary Practice
Kelvin E. Rutledge and David W. Robinson-Morris
Chapter 7. The Fight for Black and Indigenous Languages: A Recollection of America's Exclusionary Educational Policies and Practices
Chelsea J. Jimenez
Chapter 8. Plessy, Brown, and Persisting Divide: A Truncated Historicism of Equity in Education
William Holderfield
Chapter 9. Critical Race Theory in Education: The Hero's Journey
Gloria McDaniel-Hall and Keisha Rembert
Chapter 10. A Path For Equity: Postcolonial Theory and Cosmopolitan Critical Literacy Intersections in Adolescent Literacy Instruction
Elizabeth Davis Jones and Charity Gamboa Embley
Part III -- Resistance and Liberation
Chapter 11. Resistance, Refusals, and Reframings: A Duo-Ethnography of Epistemic and Pedagogical Commitments to Intersectional Justice
Julia Lynch and Shawn Savage
Chapter 12. Intersectional Friendships Against White Supremacy: A Critical Conversation Between a Gay Latino and a Gay Black Man
Christian A. Bracho and Cleveland Hayes
Chapter 13. We Take Your Game and Flip the Script: Rasquache Resistance Against Divide and Conquer
Tim Monreal and Saul Barrera
Chapter 14. Resisting Hegemony Through Liberatory Pedagogies: Unraveling Virginia's Executive Order One
Karin Kaerwer
Chapter 15. Weaving Praxis: Facilitating Student Examination of Identity and Culture Through the Intentional Modeling of Collaborative Practice
Jadyn Laixely, Sarah Nagle, and Cydni Robertson
Appendix
About the Authors
Index
NOTE: Table of Contents subject to change up until publication date
