Who Needs the Undercommons? Refuge and Resistance in Public High Schools
This paper is a theoretical discussion of The Undercommons: Fugitive Planning and Black Study (Harney & Moten, 2013) as a contribution to critical education in public schools. The undercommons serves here as an epistemic device, or a way of seeing and knowing, in relation to public education. Th...
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| Format: | Article |
| Language: | English |
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Brock University
2018-12-01
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| Series: | Brock Education: a Journal of Educational Research and Practice |
| Online Access: | https://journals.library.brocku.ca/brocked/index.php/home/article/view/778 |
| Summary: | This paper is a theoretical discussion of The Undercommons: Fugitive Planning and Black Study (Harney & Moten, 2013) as a contribution to critical education in public schools. The undercommons serves here as an epistemic device, or a way of seeing and knowing, in relation to public education. The function of this device is to establish an appreciative view of student survival and activist behaviours and to centre educational policy as a potential mechanism of student exclusion. I propose that the practice of inclusion in schools coexists with unacknowledged operations of exclusion. The undercommons is employed as a lens to make such mechanisms of disenfranchisement apparent. I advocate here for an extension of inclusive education which, in addition to targeted supports for particular demographic groups, must concern itself with more general practices of disenfranchisement. |
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| ISSN: | 1183-1189 2371-7750 |