Embodying Biopolitically Discriminate Borders: Teachers' Spatializations of Race

Autor/in	Martschenko, Daphne
Titel	Embodying Biopolitically Discriminate Borders: Teachers' Spatializations of Race
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 43 (2022) 1, S.101-114 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martschenko, Daphne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1813089
Schlagwörter	Guidelines; Power Structure; Race; Racial Differences; Kindergarten; Elementary School Teachers; Middle School Teachers; Teacher Attitudes; Metropolitan Areas; Racial Attitudes; Geographic Location; Neighborhoods; Political Influences; Racial Segregation; Suburban Schools; Racial Bias; Institutional Characteristics; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Richtlinien; Rasse; Abstammung; Rassenunterschied; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Ballungsraum; Rassenfrage; Neighbourhoods; Nachbarschaft; Political influence; Politischer Einfluss; Rassentrennung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Racial discrimination; Rassismus
Abstract	Borders are constructs that shape our understandings of our societies, communities, and the world. Geospatial borders draw distinctions between neighborhoods and schools that are deemed 'worthy' and 'unworthy' of economic, social, and political investment. This paper employs the theoretical framework of 'discriminate biopower' to argue that geospatial borders produce a 'socio-political invisibility' linked to race and racial inequality. Through focus group discussions with kindergarten -- grade eight educators in the Chicago metropolitan area of the United States, this paper provides evidence of how understandings of race are spatially applied by teachers. Findings suggest that teachers located and conflated individuals and racial groups with physical locations, demonstrating how spatial borders and the practice of bordering function as a biopolitical and segregationist way to understand race and power. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01