White Supremacy as Slow Violence in US Compulsory Schools

Authors: Katrina Pietromica*,
Topics: Cultural Geography, Social Geography, Ethnicity and Race
Keywords: white supremacy, schools, education, united states, violence, pedagogy, race, class, slow violence
Session Type: Paper
Day: 4/6/2019
Start / End Time: 3:05 PM / 4:45 PM
Room: 8228, Park Tower Suites, Marriott, Lobby Level
Presentation File: No File Uploaded

I recognize the inherent slow violence of white supremacy manifested in the spaces of United States compulsory schools, which occupy a unique place in US society, history, and ideology. In this paper, I ask how white supremacy creates, shapes, and influences spaces of compulsory schools in the United States through violence? In this presentation, I will show how situating spaces of compulsory k-12 schooling in the United States as physical and visceral manifestations of white supremacy can help us to recognize and problematize the inherent violence of compulsory schools.
Through an examination of whitewashed curriculum—intentional exclusion and inclusion—focused in this session on the state-sanctioned spectacle of lynching in the U.S. South, but also more broadly including indigenous boarding schools, I will present a discussion of violence that harms all children engaged with the compulsory school system.
I will add a contemporary dimension to this discussion by touching briefly on the ways in which truancy laws enact a pedagogy of violence which is unequally applied to students in communities of color and poor communities.
Lastly, I recognize the ways that some teachers are actively resisting and subverting white supremacist ideologies by engaging in a variety of feminist, post-colonial, anti-racist, anarchist, and radical pedagogies.

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