Michael J Dumas
Biographic Data
| ID | 770061 |
|---|---|
| NAME | Michael J Dumas |
| GIVEN NAMES | Michael J |
| FAMILY NAME | Dumas |
| SIGNATURE | DUMAS M J |
| AFFILIATIONS | University of California, Berkeley |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 696 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 4 |
Introduction to the Special Issue
In this introduction to the special issue, the editors explain why the work of Jean Anyon is an important jumping-off point for examining the inter-imbrication of political economy and race, and what analytical gains might be made through such scholarship. A synthesized approach to theory can help us identify and bring into generative interplay these two phenomena. Furthermore, this interrelationship has important implications for policy analysis…
Building Out the Edges
Background/Context: For over three decades, Jean Anyon produced scholarship that revealed the deep-structural causes of educational inequality. Anyon’s work in political economy includes a racial analytic; she argues that access to education does not reduce economic disparities in urban communities of color, and that schools in poor and working-class communities of color in particular often serve to reproduce inequality across generations. It is …
My Brother as “Problem”
In this article, the author argues that the Obama Administration’s My Brother’s Keeper (MBK) initiative serves as an exemplar of neoliberal governmentality, in which Black young men and boys are constructed as essentially damaged, as problems in need of a technocratic public–private solution. More than simply an ideological imposition from above or outside—from policy makers, state bureaucrats, or market actors—MBK signals the neoliberal turn in …
(Re)Imagining Black Boyhood
Drawing on critical childhood studies, Michael J. Dumas and Joseph Derrick Nelson argue that Black boyhood is socially unimagined and unimaginable, largely due to the devalued position and limited consideration of Black girls and boys within the broader social conception of childhood. In addition, the “crisis” focus of the public discourse on Black males—focused as it is on adult Black men—makes it difficult to authentically see young Black boys …
Be Real Black for Me
The authors put forward a theorization of a Black Critical Theory, or what might be called BlackCrit, within, and in response to, Critical Race Theory, and then outline ways that BlackCrit in education helps us to more incisively analyze how the specificity of (anti)blackness matters in explaining how Black bodies become marginalized, disregarded, and disdained in schools and other spaces of education
Against the Dark
I argue that analyses of racial(ised) discourse and policy processes in education must grapple with cultural disregard for and disgust with blackness. This article explains how a theorization of antiblackness allows one to more precisely identify and respond to racism in education discourse and in the formation and implementation of education policy. I contend that deeply embedded within racialized policy discourses is not merely a concern about …
Losing an arm’
Drawing on data from a historical-ethnographic study of the cultural politics of school desegregation in Seattle, USA, the author explores suffering as a recurring theme in the narratives of four black leaders, educators and activists involved in the struggle for black educational opportunity in that city during the post-Civil Rights Era. As these black subjects reflect on the historical trajectory of racial desegregation policies and practices, …
Waiting for Superman' to save black people
The author argues that the documentary, Waiting for Superman, effectively employs bodies and texts in ways that reproduce hegemonic constructions of race, and more specifically, offers an image and imagination of black engagement in education that reinforces neoliberal-multicultural narratives about black disinterest in, and responsibility for their own lack of educational attainment. Black subjects are understood as sympathetic primarily because…
Against the Dark
I argue that analyses of racial(ised) discourse and policy processes in education must grapple with cultural disregard for and disgust with blackness. This article explains how a theorization of antiblackness allows one to more precisely identify and respond to racism in education discourse and in the formation and implementation of education policy. I contend that deeply embedded within racialized policy discourses is not merely a concern about …
Be Real Black for Me
The authors put forward a theorization of a Black Critical Theory, or what might be called BlackCrit, within, and in response to, Critical Race Theory, and then outline ways that BlackCrit in education helps us to more incisively analyze how the specificity of (anti)blackness matters in explaining how Black bodies become marginalized, disregarded, and disdained in schools and other spaces of education
Losing an arm’
Drawing on data from a historical-ethnographic study of the cultural politics of school desegregation in Seattle, USA, the author explores suffering as a recurring theme in the narratives of four black leaders, educators and activists involved in the struggle for black educational opportunity in that city during the post-Civil Rights Era. As these black subjects reflect on the historical trajectory of racial desegregation policies and practices, …
Waiting for Superman' to save black people
The author argues that the documentary, Waiting for Superman, effectively employs bodies and texts in ways that reproduce hegemonic constructions of race, and more specifically, offers an image and imagination of black engagement in education that reinforces neoliberal-multicultural narratives about black disinterest in, and responsibility for their own lack of educational attainment. Black subjects are understood as sympathetic primarily because…
Losing an arm’
Drawing on data from a historical-ethnographic study of the cultural politics of school desegregation in Seattle, USA, the author explores suffering as a recurring theme in the narratives of four black leaders, educators and activists involved in the struggle for black educational opportunity in that city during the post-Civil Rights Era. As these black subjects reflect on the historical trajectory of racial desegregation policies and practices, …
Waiting for Superman' to save black people
The author argues that the documentary, Waiting for Superman, effectively employs bodies and texts in ways that reproduce hegemonic constructions of race, and more specifically, offers an image and imagination of black engagement in education that reinforces neoliberal-multicultural narratives about black disinterest in, and responsibility for their own lack of educational attainment. Black subjects are understood as sympathetic primarily because…
My Brother as “Problem”
In this article, the author argues that the Obama Administration’s My Brother’s Keeper (MBK) initiative serves as an exemplar of neoliberal governmentality, in which Black young men and boys are constructed as essentially damaged, as problems in need of a technocratic public–private solution. More than simply an ideological imposition from above or outside—from policy makers, state bureaucrats, or market actors—MBK signals the neoliberal turn in …
(Re)Imagining Black Boyhood
Drawing on critical childhood studies, Michael J. Dumas and Joseph Derrick Nelson argue that Black boyhood is socially unimagined and unimaginable, largely due to the devalued position and limited consideration of Black girls and boys within the broader social conception of childhood. In addition, the “crisis” focus of the public discourse on Black males—focused as it is on adult Black men—makes it difficult to authentically see young Black boys …
Be Real Black for Me
The authors put forward a theorization of a Black Critical Theory, or what might be called BlackCrit, within, and in response to, Critical Race Theory, and then outline ways that BlackCrit in education helps us to more incisively analyze how the specificity of (anti)blackness matters in explaining how Black bodies become marginalized, disregarded, and disdained in schools and other spaces of education
Against the Dark
I argue that analyses of racial(ised) discourse and policy processes in education must grapple with cultural disregard for and disgust with blackness. This article explains how a theorization of antiblackness allows one to more precisely identify and respond to racism in education discourse and in the formation and implementation of education policy. I contend that deeply embedded within racialized policy discourses is not merely a concern about …
Introduction to the Special Issue
In this introduction to the special issue, the editors explain why the work of Jean Anyon is an important jumping-off point for examining the inter-imbrication of political economy and race, and what analytical gains might be made through such scholarship. A synthesized approach to theory can help us identify and bring into generative interplay these two phenomena. Furthermore, this interrelationship has important implications for policy analysis…
Building Out the Edges
Background/Context: For over three decades, Jean Anyon produced scholarship that revealed the deep-structural causes of educational inequality. Anyon’s work in political economy includes a racial analytic; she argues that access to education does not reduce economic disparities in urban communities of color, and that schools in poor and working-class communities of color in particular often serve to reproduce inequality across generations. It is …
Gender Studies (8 works) · Sociology (8 works) · Law (7 works) · Political science (7 works) · Critical Race Theory in Education (6 works) · Politics (5 works) · Racism (5 works) · Social science (3 works) · Critical race theory (2 works) · Critical theory (2 works)