Sunday, 24 November 2013
Black Youth Entrepreneurship
In today's Normalization of Debt panel at the annual meeting of the American Studies Association with Bianet Castellanos, David Karjanen, Miglena Todorova and Zulema Valdez we spoke about the ways entrepreneurship is being marketed to youth as a viable path to prosperity. We were concerned about whether or not entrepreneurship really leads to economic integration compared to feelings of autonomy, with little economic prosperity. What do you think? Are you on team Diddy regarding the support of young entrepreneurs? http://www.huffingtonpost.com/2013/10/04/diddy-young-entrepreneurs_n_4043464.html
Tuesday, 12 November 2013
Conclusion to the Special Issue: Queer of Color Analysis: Interruptions and Pedagogic Possibilities
INTRODUCTION
The contributors to this special
issue have mobilized queer of color epis- temologies as lenses for knowledge production
in educational studies, broadly defined. This work, called queer of color analysis (QOCA)1 can
be viewed as a form of critique
designed to unsettle
the dominant discourses, key questions
and normative beliefs
of educational studies.
As stated in the Introduction, each author’s
attention to pedagogical
implications
holds the potential to
engage a range
of stakeholders and
allies interested in anti-oppressive approaches that interrupt the systems of domination that produce hegemonic
modes of knowledge
production. As a way of thinking about next steps for QOCA in educational studies, I want to conclude
this special issue by reflecting on how each article interrupts dominant dis- courses and ideas in educational studies
and the pedagogic possibilities derived from these analyses. I then describe
how these interruptions and pedagogic insights are related to my own work in urban education. In doing so I highlight some of the tensions associated with thinking about pedagogy across formal and informal settings as my research focuses on the education and well-being of Black male youth in urban communities and schools, and is born of collaborations with teachers and community-based programs and service
providers. My hope is that such an exercise will inspire others to engage with QOCA to confront
the normalizing practices and discourses that marginalize queer people of color in educational studies and expand,
more generally, the possibilities for anti-oppressive
equity and social justice work in a range of learning spaces,
formal and informal.
PART I: INTERRUPTIONS AND PEDAGOGIC POSSIBILITIES
The
two framing questions for the articles in this special
issue are as follows:
(1)
How can queer of color
epistemologies interrupt hegemonic processes
of knowledge
production? and (2) how can these interruptions inform
© 2013 by The Ontario Institute for Studies in Education of the University of Toronto Curriculum
Inquiry 43:4 (2013)
Published by Wiley Periodicals, Inc., 350 Main Street, Malden,
MA 02148, USA, and 9600 Garsington Road,
Oxford OX4 2DQ, UK doi: 10.1111/curi.12024
transformative pedagogical work that benefits
queers of color specifically and anti-oppressive educational scholarship more broadly?
The articles in this special
issue constitute a range of discursive interruptions and peda- gogic possibilities that are emblematic of the diversity
of approaches to the study of curriculum
and pedagogy in the field of educational studies. Each article should be read on its own terms, rather than as contributing to a single conceptual or theoretical project of QOCA. Taken together, however, they can be used to push the boundaries
of a particular scholarly project or research
agenda as I demonstrate in relation to my own research program following my discussion of each article.
In the first special
issue article “LGBTQ
Youth of Color
Video Making as Radical Curriculum: A Brother Mourning
His Brother and a Theory
in the Flesh,” Cindy Cruz focuses
on cultural productions of queer youth of color that “story the self.”
These are media,
visual and performing arts pieces in
which
queer youth of color recount
the process of interrogating their own bodies as they confront
a range of oppressive forces
such as human immu- nodeficiency virus (HIV), sexism, racism, homophobia, classism or vio- lence. Drawing on the work of women of color scholars central to Third World feminism, Cruz argues that cultural productions are repositories for “theories in the flesh”
that center the lives of queer people
of color. These cultural productions, which begin
with the body,
are a conscious effort of queer people of color to address the Cartesian split
that invalidates embod- ied knowledge, alternative ways of knowing,
and problematic categories of identity. The theories in the flesh embedded in cultural productions serve to subvert identity
categories and identity
politics that essentialize race, class, gender and sexuality identities that render queer youth of color invisible. Theories
“in the flesh” that emerge from the cultural productions of queer youth of color illustrate the development of critical consciousness and serve as representational resources that can be used to facilitate reflec- tion and pedagogical possibilities beyond the formal curriculum.
To illustrate this point Cruz conducts a close reading of a video poem produced by Peter
John Cord, a queer youth of color participant in an alternative education program
in Los Angeles, California, in the United States. The video poem centers on Cord’s brother,
Frankie, who lived on the streets, was forced into survival sex and ended up dying from compli- cations of acquired immunodeficiency syndrome (AIDS). Cruz suggests using the poem as a heuristic to illustrate the impact of the AIDS epidemic where multiple histories
of migration, homophobia and economic duress intersect with what is often “a traffic” in youth in Los Angeles.
Without a doubt the violence, discrimination and power relations depicted in cultural productions of queer youth of color are challenging and disruptive of state-sponsored curriculum, which describes learning
goals and objectives associated with
content areas (Apple,
1990, 2006; Kincheloe & Hayes, 2007; Kincheloe, Steinberg,
& Gresson, 1996; Popkewitz, 2000; Popkewitz & Fendler, 1999).
Cruz’s work exposes
the limitations of curriculum that
corresponds to mainstream notions
of what it means to be intelligent and therefore worthy of citizenship. How many teachers
trained to administer this formal curriculum would feel prepared
to address issues such as HIV/ AIDS, homelessness and racism in their classrooms? The life experiences queer youth of color bring to school exist beyond state-sponsored curricu- lum,
which may partially
explain why so many queer youth of color report being disengaged from school (Blackburn & McCready, 2009).
Queer youth of color video making
opens up pedagogic possibilities related to intersectionality, that is, analyzing how social and cultural cat- egories of identity and oppression are interconnected (Collins,
1993; McCready, 2004). Through “storying
the self” in video, queer youth of color
video making reveals,
in Cruz’s words, “narratives of the body—the scars and legions of violence, neglect,
and poverty that are often literally inscribed onto youth bodies” (p. 442). These scars, made visible through video making help youth think and talk critically about the multiple
systems of oppression in the world around them. Educators can make these mean- ings accessible
to other youth and adult allies through critical analysis
and discussion as they would with texts in the formal curriculum. Another pedagogic possibility that emerges in relation to video making is the idea of teaching and learning as extensions of self-making rather than as disem- bodied practices. Rather than spending
valuable time and energy trying
to convince youth to uncritically accept
state-sponsored content knowledge that corresponds to nationalist ideas of citizenship (Apple, 1990), Cruz’s work suggests there is much to be gained
by making space for youth to create cultural
productions of their lives, and then critically reading the web of emotions, ideas and oppressions that undergird their stories. Fos- tering this kind of critical literacy
aids in the development of a critical consciousness that facilitates understanding the various kinds of oppres- sion suffered by others (Lankshear & Knobel, 2011). Moreover, the devel- opment of critical literacy can form the basis of political
agency and critical pedagogy that enables youth and adults
to form anti-oppressive coalitions and solidarities that challenge multiple
norms, discriminations and oppres- sions that hurt us all (Freire,
2000; Lankshear & McLaren, 1994;
Morrell, 2008).
The need for conceptual frameworks and pedagogical practices that challenge multiple normativities and oppressions is an important
theme in
the second special
issue article “Queer Youth v. the State of California: Interrogating Legal Discourses on the Rights of Queer Students of Color,” in which Rigoberto
Marquez and Ed Brockenbrough interrogate the absence of race in discourses on queer students’
rights in the state of California. The authors observe that race and class dynamics may not be visible in court cases involving queer youth of color in urban communi- ties because the lawsuits
that comprise the cases focus on discrimination based on sexual orientation. Their consideration of two court cases, in particular, is driven by a “speculative” mode of knowledge
production
that underscores the salience of intersectionality in the lives of queer youth of color (Harper,
2000). For example,
in the Flores case
the two Latina/o youth involved
were students in a predominantly White school. Marquez and Brockenbrough astutely ask, “How did they experience the school as racial minorities, and in what ways could racial difference account for their marginalized status and ostracism?” They also consider “the institutional climate of the school on matters of racial and cultural differences, and
how frequently (if at all) . . . students of color [were] targets of harassment and acts of violence” (p. 473). These speculations interrupt the dominant
discourses of queer legal theories
that privilege sexual orientation-based discrimination (Hutchinson, 1997,
1999). The intersectionalities inherent in the lives of queer
youth of color
also hold the potential to interrupt the norms of critical race theory in education scholarship that relies on the ways narratives of people of color speak to experiences framed by racism, often
to the exclusion of heterosexism and homophobia (Hutchinson, 1999).
A number of pedagogic possibilities lie in Marquez and Brockenbrough’s analyses, some related to the “speculative” mode of analy- sis they employ, others
related to the implications of their analyses
for advocacy work. Speculative modes
of analysis hold the possibility of uncov- ering important power relations and dynamics that are not formally depicted in texts
but still count
as knowledge and serve to validate the status quo. Marquez and Brockenbrough’s approach
serves as an alternative form of literacy,
a way of reading the world that helps transform
mainstream texts into potential repositories of knowledge that take into account the complex power
relations that undergird the everyday lives
of queer people of color
(Freire, 2000; Lankshear & Knobel, 2011; Morrell, 2008).
Evelyn Nakano Glenn (2002) describes this form of pedagogy as “reading in” or raising questions about particular power
relations regardless of whether the text explicitly depicts those
relations.
Another pedagogic possibility enabled through
Marquez and Brockenbrough’s article is the re-imagining of advocacy for queer youth of
color. Their work raises important questions about what constitutes effec- tive advocacy for queer youth of color whose experience
of marginalization may reflect multiple
forms of discrimination. Conventional wisdom sug- gests the advocacy work done on behalf of the legal team that represented Flores, for example, was effective
because they won the case,
but at what cost? Must queer youth of color de-emphasize and devalue the range of ways
they are potentially being marginalized in order to be advocated
for effectively under the law, which better recognizes discrimination based on race or sexual orientation rather than race and sexual orientation? Riffing off the
scholarship of Angela
Valenzuela (1999) who theorized schools
subtract resources from youth by dismissing their definition of education and instituting policies
and practices that minimize their culture and lan- guage, we might view advocacy that requires
simplification of queer youth
of color
lives and encounters with multiple forms
of discrimination as subtractive as well.
Pedagogic possibilities lie
in thinking about
advocacy in ways that do not subtract the conceptual resources
of queer youth of color and amending policies to recognize the ways marginalization is constituted
through multiple forms of discrimination.
In the special issue’s
third article, “Ladlad and
Parrhesiastic Pedagogy: Unfurling LGBT Politics
and Education in the Global South,” Roland Coloma looks beyond the walls of schools to coalitional politics
and com- munity organizing as sites for queer of color knowledge
production. Coloma’s article chronicles the work of Ladlad, the first lesbian, gay, bisexual and transgender (LGBT) political party in the Philippines to participate and field candidates in a national
election. Coloma treats Ladlad’s political
activism as an informal learning
space outside of tradi-
tional K–12 schools. He argues
that Ladlad’s activism was successful because members of the party mobilized “parrhesiastic pedagogy,” the fearless
prac- tice
of truth-telling and speaking to power rooted
in Foucault’s tracing
of “parrhesia.”
Coloma’s article interrupts a number of dominant
discourses in educa- tional studies, the primary one being the tendency
to situate one’s schol- arship in a single discipline or academic discourse. Coloma, alternatively, situates his scholarship across multiple disciplines such as history,
educa- tional studies and ethnic studies, and in doing so points to the need for educational scholars
to be in conversation with these other disciplines. Thus one of the interruptive acts of Coloma’s article is to challenge
the boundedness of intellectual lenses
and academic terrains
that are used to think about pedagogical possibilities. Another way Coloma’s article interrupts academic
social formations is through challenging the heteronormativity and overrepresentation of East and South Asians
in the ethnic studies literature, as well as that discipline’s tendency to focus on the Global North (North America,
Western Europe, Australia
and Japan) rather than the Global South (Africa, Latin America, Asia and the Pacific Islands). Through situating
his work in the Philippines, Coloma points out that queer
studies have been
hegemonically dominated by theoretical and empirical analyses that foreground
the histories, cultures
and politics of White gay men from the Global North. Although
beginning in the 1980s queer of color scholarship in the humanities and social sciences
originating in the United States and Canada offered a critique
of the overwhelming whiteness of queer studies, Coloma
argues this intervention does not go far enough. In his words, “intellectual, political, and educational work in the Global South
can significantly contribute, enhance, and even intervene in the understanding and enactment of Global North projects” (p. 487). For Coloma, the parrhesiastic pedagogy
of activists in the Global South can serve
as a lens for scholars, activists and educators
in the Global North to see their blind spots about communities, schools and other possibilities for intellectual, political
and pedagogical work in educational studies.
Coloma’s article
is best understood as part of the collective, activist possibilities inherent in public pedagogies beyond formal schooling
con- texts that construct
alternatives to the status quo (Sandlin, O’Malley,
& Burdick, 2011). Community
activist pedagogies push educators to think about the possibilities of political coalitions in grassroots organizations, neighborhood projects and art collectives as spaces for advancing demo- cratic projects (Meiners & Quinn, 2010).
Schools are just one site to learn about the ways of fostering democratic citizenship. Coloma’s article
also opens up the
possibility of viewing
the practices of community activists in a more pedagogical light, one that decenters the work of scholars and researchers in formal educational institutions and pushes
them to think more about working in decentered, communal
configurations in collabo- ration with student activists and community organizers (Sandlin et al., 2011). Despite the possibilities afforded
through decentering discussions of
pedagogy from formal educational institutions, this move is fraught
with tensions that I explore in the next section where I reflect on the interrup- tions and pedagogic possibilities derived from the contributors to this special issue in relation
to my own scholarship in urban education.
ART II: TOWARDS QUEER OF COLOR ANALPYSIS IN URBAN EDUCATION
Scholars in urban education
tend to focus on the problems of low-status minority groups,
the complexity of urban school
systems and the financing and governance
of such systems (Gordon, 2003). Urban education
is an important site for QOCA for at least two reasons. First,
metropolitan areas are home to a wide array
of formal, informal
and non-formal learning spaces for queer people of color such as alternative school programs for queer youth, social and support services
by and for queer youth in and out of school
(Blackburn & McCready, 2009). Second, cities
are the nexus for multiple glocal
forces of domination, which make them ripe for QOCA.
My own research in urban education challenges dominant discourses of the
problems of low-status minority groups who are low-achieving, drop- outs, “pushed out,” or marginalized on account of their race, language, sexual orientation, (dis)ability, socio-economic and/or citizenship status. Researchers of low-status minority
groups seek to understand how and why students are low achieving
and/or marginalized at both a structural level (organizational policies
and practices of schools and communities) and cultural level (values, beliefs,
practices and interactions of groups of stu- dents). My own work seeks to understand the range of structural and cultural dynamics
that lead Black male students
to be disengaged from school (McCready, 2003, 2004, 2007, 2009, 2010; Venzant Chambers
&
McCready, 2011).
In looking at the ways structural and cultural forces
shape the schooling experiences and identity constructions of Black male students, it is evident
that gender and sexuality remain under-explored dimensions of their expe- rience. More specifically, there is a tendency to focus on issues of race and class as the primary
structural and cultural
dimensions affecting
the lives of Black male students in urban school communities. I argue, however, that gender and sexuality
also are integral
structural and cultural
dimensions of urban school communities. Thus, Black male students in urban schools potentially can be marginalized not only on the basis
of their race and class identities, but on the basis of their gender and sexual orientation as well. I have begun to articulate pedagogic possibilities based
on interrupting the heteronormativity of discourses, interventions and school reforms related to “troubles” of Black boys (McCready, 2009). Some of these pos- sibilities are related
to the ones described in the special
issue. For example, similar to Cruz, the negative representations of Black youth in educational data from the Toronto
District School Board (2006, 2007) and the absence of representations
of
queer
youth
of
color
in
the
formal
curriculum
inspired me to think about alternative forms of curriculum
and pedagogy that help teachers and students think and talk critically about the power relations and systems of oppression that affect youth well-being. Towards these ends I collaborated with the Black Coalition for AIDS Prevention (BlackCAP) on the research
and knowledge mobilization project “Picasso’s Black Canvas
[PBC]: Verbatim Theatre
as a Tool to Explore
HIV Risk for Young, Black Men Who Have Sex With Men” (Leahy, 2012).
The project used life-history interviews with 10 Black gay male youth
as a basis for a
theatre piece depicting the complex embodied
experiences of living as
Black, male and queer in Toronto, a city that contains multiple
structural and cultural risks and opportunities. I reasoned that PBC might do more to disrupt dominant
representations of Black gay male youth than any schol-
arly
article I might write.
The project generated pedagogic
possibilities as well in the form of a 3-hour event entitled, “Young, Black and Gifted: (Re)telling Stories of Survival and Thrival
for Black Youth”
that brought together
educators, social workers, artists, youth and adult community members
to witness the lives of Black gay male youth as told through a series of overlapping monologues, poems and songs. Both anecdotal feedback
and completed evaluation forms from the event indicated a palpable influence
on audi- ence members’ views of queer youth of color. For example, one audience member noted the performance caused
him “to view Black queer youth in a whole new light.” Another audience
member reported that “[t]he per- formance helped
me understand the struggles of Black gay males in Toronto.” It may be easy to understand the concept that queer youth of color experience multiple
forms of oppression, but listening to how this plays out in their everyday lives can be heart wrenching
and eye opening. Audience members learned how race, class, gender and sexuality norms permeate their home, school
and peer-group environments. Moreover, the occasion of the reading brought
together youth, educators
and service
providers who might be inspired by the event
to work together
to advocate for the well-being of queer youth of color in ways that draw on rather than subtract the social
and cultural resources they have developed over the course of their
lives.
It is important to note that these collaborations took place in an infor- mal learning
space and that overall the contributors to this special issue examine QOCA beyond
the walls of schools: Cruz
in a youth video-making workshop, Marquez and Brockenbrough in legal discourses and Coloma in coalitional politics
and community organizing. I do not think this is a coincidence. The interruptions and pedagogic possibilities derived from the articles in this special
issue reveal tensions
related to mobilizing queer of
color epistemologies in the context
of the official curriculum of schools and
generating school-based pedagogies that disrupt these norms. In the final section of this conclusion, I consider the radical potential
of QOCA and the challenges associated with realizing this potential in the context
of formal educational settings.
PART III: THE RADICAL POTENTIAL OF QUEER OF COLOR
ANALYSIS IN EDUCATIONAL STUDIES
In this special issue we have provided the reader with multiple examples
of QOCA
in educational studies.
The contributors bring queer of color epis- temologies to bear on
a broad range of issues
and topics in education and in doing so raise important questions
about the knowledges that are brought to bear on teaching and learning, the limitations of dominant discourses and practices that exclude queer people of color, and the peda- gogic possibilities of non-formal
and informal settings.
On the one hand these accomplishments represent the potential
of QOCA to be a form of
intellectual activism with implications for public pedagogies. Black feminist scholar Patricia Hill Collins (2013)
draws from the field of public sociology and reflects on the “special mission” of Mari Evan’s
poetry in the Black Arts Movement to define intellectual activism
quite simply as “the myriad of ways that
people place the power of their ideas
in service to social justice
(p. ix). QOCA can
be viewed as a form
of intellectual activism when it does
the social justice work of challenging and/or interrupting the dominant ideas and practices of educational studies
related to teaching,
learning, identity and curriculum. Interestingly, the sites
where the contributors choose to do this work are beyond
traditional elementary and secondary school settings. In this sense the pedagogic possibilities afforded the intellectual activist work of the contributors to this special issue are more “public,”
meaning they focus on various forms, processes and sites of education and learning beyond formal
schooling contexts (Sandlin
et al., 2011).
On the other hand, it is this radical potential that tends to push QOCA in educational studies beyond the walls of school into spaces beyond the
reach of state-sponsored curriculum and normative conceptions of learn- ing and citizenship. It seems QOCA will not and cannot
realize its radical potential if it is simply incorporated into formal educational institutions. In “Punks, Bulldaggers and Welfare Queens,”
Cathy Cohen (1997) argues that the radical
potential of queer politics lies not in simply including
queer people of color into existing canons
and social movements, but rather “if there is truly any radical potential
to be found in the idea of queerness and the practice
of queer politics,
it would seem to be located in its ability
to create a space in opposition to dominant norms,
a space where transfor- mational political work can begin” (p. 438).
So where does this leave QOCA in terms
of its relevance for formal educational institutions? Although Cruz and Coloma, for example, provide a strong
rationale for focusing
on informal and non-formal learning
con- texts, paying close attention
to the interruptions and pedagogic
possibilities of grassroots activists’ practices and cultural
productions, neither contribu- tor seems enthusiastic about bridging their pedagogic insights
to formal educational institutions. I do not think these contributors are alone in their skepticism of the pedagogic possibilities of QOCA in formal educational institutions. The “common
sense” of those institutions are powerful and working against
it requires understanding, ironically, that knowledge, including that produced by queer people of color, is paradoxical (Kumashiro, 2004). Queer of color epistemologies can help us improve the lives of queer youth of color in schools,
and more generally
make schools more inclusive
of all students. At the same time QOCA results in the need for healing from the suffering that results
from the conventional ways we learn and think, and the ways we challenge
those conventions (Kumashiro, 2004). Until those spaces
for healing exist in formal educational institu- tions, I suspect queer people of color will struggle to produce knowledge that is directly germane
to schools.
I want to thank my co-editor, Ed Brockenbrough, and the contributors to this special
issue for daring
to continue their work on queer of color knowledge production in the face of a scholarly community that struggles to understand the relevance of such knowledge.
I also want to thank Dennis Thiessen, Rubén Gaztambide-Fernández and the editorial
staff of Curricu- lum
Inquiry for
their foresight and diligence in devoting the inaugural special issue to an area of curriculum studies that is less well known in academia.
NOTE
1. In the notes
to the Introduction of Aberrations
in Black, Roderick
Ferguson (2004) defines queer of color analysis as a mode of critique that “interrogates social formations at the intersections of race, gender,
sexuality and class, with particu- lar interest in how those formations correspond
with and diverge from nation- alist ideals and practices” (p. 149).
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