TY - JOUR
T1 - The Coloniality of False Racial Binaries
T2 - Intersectional Consciousness as Antiracist Expectations for Multiracial Coalition-Building
AU - Liou, Daniel D.
AU - Boveda, Mildred
N1 - Publisher Copyright:
© 2022 American Educational Studies Association.
PY - 2022
Y1 - 2022
N2 - The racial awakening stemming from the disproportionate impact of the COVID-19 pandemic, anti-Black police brutalities, and unaccounted hate crimes against Asian Americans has captivated the world’s attention regarding the insidious realities of white supremacy. Yet many educators’ efforts to purposefully and pedagogically work toward building multiracial coalitions have been criminalized through policies banning the use of critical race theory and other curricula promoting equity and racial justice. Through the methodology of self-narrativization, this paper draws on intersectional studies and decolonial frameworks of heterogeneity, hybridity, and multiplicity to disrupt the Black-White framing of racialized experiences in research and policy agendas. In doing so, this paper calls for educators to reject reductive logics of social justice in perpetuating racial order and to advance anticolonial agendas through intersectional and interconnecting points of political struggles across communities in recasting the next generation of transformative antiracist resistance.
AB - The racial awakening stemming from the disproportionate impact of the COVID-19 pandemic, anti-Black police brutalities, and unaccounted hate crimes against Asian Americans has captivated the world’s attention regarding the insidious realities of white supremacy. Yet many educators’ efforts to purposefully and pedagogically work toward building multiracial coalitions have been criminalized through policies banning the use of critical race theory and other curricula promoting equity and racial justice. Through the methodology of self-narrativization, this paper draws on intersectional studies and decolonial frameworks of heterogeneity, hybridity, and multiplicity to disrupt the Black-White framing of racialized experiences in research and policy agendas. In doing so, this paper calls for educators to reject reductive logics of social justice in perpetuating racial order and to advance anticolonial agendas through intersectional and interconnecting points of political struggles across communities in recasting the next generation of transformative antiracist resistance.
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U2 - 10.1080/00131946.2022.2033751
DO - 10.1080/00131946.2022.2033751
M3 - Article
AN - SCOPUS:85126226380
SN - 0013-1946
JO - Educational Studies - AESA
JF - Educational Studies - AESA
ER -