ERIC Number: EJ1325537
Record Type: Journal
Publication Date: 2022
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0159-6306
EISSN: N/A
Embodying Biopolitically Discriminate Borders: Teachers' Spatializations of Race
Discourse: Studies in the Cultural Politics of Education, v43 n1 p101-114 2022
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois (Chicago)
Grant or Contract Numbers: N/A