Benjamin Kearl
Biographic Data
| ID | 1584349 |
|---|---|
| NAME | Benjamin Kearl |
| GIVEN NAMES | Benjamin |
| FAMILY NAME | Kearl |
| SIGNATURE | KEARL B |
| AFFILIATIONS | Independent Scholar, Tuscon, Arizona, USA |
| ORCID | 0000-0002-2385-8160 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Mapping Joy, Rage, and Healing
Twice exceptional urban students often experience schooling in ways that essentialize their identity and refuse to see them wholly. This means that their school experiences are often focused on their disability, where they have limited access to environments that nurture their gifts and talents while honoring their cultural background. For this reason, more is needed to support the wholeness and humanness of twice exceptional urban students. In t…
Moms for liberty and the dispositifs of white motherhood
This article argues that white motherhood, embodied by Moms for Liberty, enforces a white supremacist educational and political order that materially harms students of color, especially Black students. Moms for Liberty did not emerge ex nihilo. It is part of a longer history of defining American education from the vantage of white motherhood. This argument is introduced by a methodological note that extends Foucault's discussion of dispositifs to…
Affirming Black Joy & homeplace
Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the lived experiences of Black students, families, and communities. While these critiques may be helpful, we suggest these critiques omit practices and policies that attend to how education could become a homeplace that affirms Black Joy. In order to realize t…
Introduction to the special issue
The current sociopolitical climate in the United States has increased pressure in K-12 schools while limiting resources and opportunities to support students fully. This climate renders students, especially those who were already at the margins, more vulnerable than before. There is a need to approach education through a framework that not only recognizes the challenges students are facing, but also their joy. As such, authors discuss the ways th…
Disentangling SEL
This article disentangles social and emotional learning (SEL) into its 2 constitutive parts—sociality and emotionality through a backward mapping of the School Development Program (SDP) developed by James Comer. This article argues that Comer’s school-level intervention is a process model for how to achieve SEL outcomes given its intentionality toward making schooling a homeplace and its capacity to buildout conditions of Black sociality. The SDP…
Special Education as Neoliberal Property
Through the juxtaposition of 2 recent Supreme Court actions—Allston v. Lower Merion County School District (2015) and Endrew F. v. Douglas County School District (2017)—this article argues that special education is a neoliberal property that works to recruit disability through scientific-juridical qualifications of educational life that are more likely to be available for White students who have essentialized disabilities than students of color w…
Moms for liberty and the dispositifs of white motherhood
This article argues that white motherhood, embodied by Moms for Liberty, enforces a white supremacist educational and political order that materially harms students of color, especially Black students. Moms for Liberty did not emerge ex nihilo. It is part of a longer history of defining American education from the vantage of white motherhood. This argument is introduced by a methodological note that extends Foucault's discussion of dispositifs to…
Affirming Black Joy & homeplace
Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the lived experiences of Black students, families, and communities. While these critiques may be helpful, we suggest these critiques omit practices and policies that attend to how education could become a homeplace that affirms Black Joy. In order to realize t…
Introduction to the special issue
The current sociopolitical climate in the United States has increased pressure in K-12 schools while limiting resources and opportunities to support students fully. This climate renders students, especially those who were already at the margins, more vulnerable than before. There is a need to approach education through a framework that not only recognizes the challenges students are facing, but also their joy. As such, authors discuss the ways th…
Disentangling SEL
This article disentangles social and emotional learning (SEL) into its 2 constitutive parts—sociality and emotionality through a backward mapping of the School Development Program (SDP) developed by James Comer. This article argues that Comer’s school-level intervention is a process model for how to achieve SEL outcomes given its intentionality toward making schooling a homeplace and its capacity to buildout conditions of Black sociality. The SDP…
Special Education as Neoliberal Property
Through the juxtaposition of 2 recent Supreme Court actions—Allston v. Lower Merion County School District (2015) and Endrew F. v. Douglas County School District (2017)—this article argues that special education is a neoliberal property that works to recruit disability through scientific-juridical qualifications of educational life that are more likely to be available for White students who have essentialized disabilities than students of color w…
Special Education as Neoliberal Property
Through the juxtaposition of 2 recent Supreme Court actions—Allston v. Lower Merion County School District (2015) and Endrew F. v. Douglas County School District (2017)—this article argues that special education is a neoliberal property that works to recruit disability through scientific-juridical qualifications of educational life that are more likely to be available for White students who have essentialized disabilities than students of color w…
Disentangling SEL
This article disentangles social and emotional learning (SEL) into its 2 constitutive parts—sociality and emotionality through a backward mapping of the School Development Program (SDP) developed by James Comer. This article argues that Comer’s school-level intervention is a process model for how to achieve SEL outcomes given its intentionality toward making schooling a homeplace and its capacity to buildout conditions of Black sociality. The SDP…
Moms for liberty and the dispositifs of white motherhood
This article argues that white motherhood, embodied by Moms for Liberty, enforces a white supremacist educational and political order that materially harms students of color, especially Black students. Moms for Liberty did not emerge ex nihilo. It is part of a longer history of defining American education from the vantage of white motherhood. This argument is introduced by a methodological note that extends Foucault's discussion of dispositifs to…
Affirming Black Joy & homeplace
Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the lived experiences of Black students, families, and communities. While these critiques may be helpful, we suggest these critiques omit practices and policies that attend to how education could become a homeplace that affirms Black Joy. In order to realize t…
Introduction to the special issue
The current sociopolitical climate in the United States has increased pressure in K-12 schools while limiting resources and opportunities to support students fully. This climate renders students, especially those who were already at the margins, more vulnerable than before. There is a need to approach education through a framework that not only recognizes the challenges students are facing, but also their joy. As such, authors discuss the ways th…
Mapping Joy, Rage, and Healing
Twice exceptional urban students often experience schooling in ways that essentialize their identity and refuse to see them wholly. This means that their school experiences are often focused on their disability, where they have limited access to environments that nurture their gifts and talents while honoring their cultural background. For this reason, more is needed to support the wholeness and humanness of twice exceptional urban students. In t…
Sociology (5 works) · Critical Race Theory in Education (4 works) · Law (4 works) · Law (4 works) · Political science (4 works) · Racism (4 works) · Education Discipline and Inequality (3 works) · Gender Studies (3 works) · Gender Studies (3 works) · Harm (2 works)