Literaturnachweis - Detailanzeige
Autor/in | Dache, Amalia |
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Titel | Ferguson's Black Radical Imagination and the Scyborgs of Community-Student Resistance |
Quelle | In: Review of Higher Education, 42 (2019), S.63-84 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-5748 |
Schlagwörter | African American Students; Activism; Social Justice; Racial Bias; College Students; Citizen Participation; Social Action; Access to Education; Working Class; Politics of Education; Neoliberalism; Educational Policy; Dissent; Police; Violence; Missouri African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Aktivismus; Politischer Protest; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Collegestudent; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Soziales Handeln; Education; Access; Bildung; Zugang; Bildungszugang; Arbeiterklasse; Educational policy; Bildungspolitik; Neo-liberalism; Neoliberalismus; Politics of education; Dissens; Gewalt |
Abstract | This qualitative geographic study explores how the Black Radical Imagination is present in Ferguson's community-student activism. Ferguson activists were not only fighting against the police state that had taken the life of 18-year old Michael Brown, they were fighting against urban forms of capital accumulation and repressive residential and campus climates. Community-student activists were also re-imagining a different type of society that exists beyond the university walls. These activists were both community members and college students (which are not mutually exclusive) who through their non-binary identities embody the decolonial concept of Scyborg/Ghost in the Machine. (As Provided). |
Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |