White Skin, Black Friend: A Fanonian Application to Theorize Racial Fetish in Teacher Education

Autor/in	Matias, Cheryl E.
Titel	White Skin, Black Friend: A Fanonian Application to Theorize Racial Fetish in Teacher Education
Quelle	In: Educational Philosophy and Theory, 48 (2016) 3, S.221-236 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2014.989952
Schlagwörter	Psychiatry; Guidelines; Whites; Males; African Americans; Racial Bias; Racial Attitudes; Personality Problems; Humanism; Psychosis; Attachment Behavior; Minority Groups; Friendship; Urban Schools; Middle Class; Females; Teacher Education Programs; Self Actualization; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Psychiatrie; Richtlinien; White; Weißer; Male; Männliches Geschlecht; Afroamerikaner; Racial discrimination; Rassismus; Rassenfrage; Humanismus; Psychose; Attachment; Bindungsverhalten; Ethnische Minderheit; Freundschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mittelschicht; Weibliches Geschlecht; Self actualisation; Selbstverwirklichung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In "Black Skin, white masks" (1967, Grove Press), Franz Fanon uses a psychoanalytic framework to theorize the inferiority-dependency complex of Black men in response to the colonial racism of white men. Applying his framework in reverse, this theoretical article psychoanalyzes the white psyche and emotionality with respect to the racialization process of whites and their racial attachment to Blackness. Positing that such a process is interconnected with narcissism, humanistic emptiness, and psychosis, this article presents how "racial attachment" becomes "racial fetish." Such a fetish reifies whiteness by accumulating fictive kinships with friends of color; hence, the common parlance of "But I have a Black friend!" The article, then, overlays this theoretical interpretation onto the subject of teacher education in the US, specifically urban teacher education programs that are predominantly comprised of white middle-class females who claim a desire to "save" urban students of color. Ending with the dangers and hopes of a more humanistic friendship, this article offers emotional ways one can self-actualize the racialization process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01