Being and Becoming Well in the Most Transparent of Times: The Limits of Racialized Healing Strategies in Educational Research

Autor/inn/en	Ryan Ziols; Christopher Kirchgasler
Titel	Being and Becoming Well in the Most Transparent of Times: The Limits of Racialized Healing Strategies in Educational Research
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 60 (2024) 2, S. 135-155Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Christopher Kirchgasler)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2023.2276226
Schlagwörter	Forschungsbericht; Educational Research; Well Being; Racial Factors; Social Problems; Educational History; Racism; Trauma; Change Strategies; Social Change; Health; United States History; Colonialism; Biology; Power Structure; Accountability; Disclosure; Teaching Methods + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Well-being; Wellness; Wohlbefinden; Social problem; Soziales Problem; History of education; Bildungsgeschichte; Rassismus; Lösungsstrategie; Sozialer Wandel; Gesundheit; Kolonialismus; Biologie; Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article examines the possibilities and limits of strategies directed toward racialized healing amidst declarations of pandemics and legislative attacks on public school teachers. We question what these strategies take as a self-evident truth: that race and racism can be conceptualized in terms of health and transparently addressed through research and practice focused on racialized healing. To complicate this assertion, we locate the strategies within a race-health nexus, a form of biopower. This nexus establishes norms, categories, and classifications that justify ranking and comparing, dividing and differentially intervening on some in the name of the health and wellbeing of all. We historicize how this nexus became integral to schooling in the United States in the 19th century, normalizing populations according to civilizational values that doubled as health standards. We argue that this nexus makes possible biopolitical strategies of "tailoring treatments" and "cultivating potential" that continue to undergird health and healing strategies in educational research and pedagogical practice today, thereby reconfiguring, rather than overturning, hierarchies of human difference. The analysis demonstrates that racialized healing strategies provide no ontological guarantee for reducing racialized harm. Instead, such efforts must be reflexively situated within the interplay of biology, coloniality, and education that makes "healing" seem necessary and urgent in the first place. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06