Zeus Leonardo
Dados Biográficos
| ID | 176952 |
|---|---|
| NOME | Zeus Leonardo |
| PRENOMES | Zeus |
| SOBRENOME | Leonardo |
| ASSINATURA | LEONARDO Z |
| AFILIAÇÕES | University of California, Berkeley |
| ORCID | 0000-0002-7719-5462 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 42 |
| TOTAL DE CITAÇÕES | 686 |
| TOTAL COMO AUTOR | 42 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2000 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 11 |
Teachers as critical anti-intellectuals
Educators as decolonial intellectuals
For several decades, the Gramscian notion of the intellectual has been a popular framework to view the potentiality of educators as counter-hegemonic cultural workers. While this was an invaluable contribution to the field of critical education, notions of the intellectual have largely focused on class conflict. For a deeper theorization of the intellectual and race, we turn to the work of decolonial thinker Frantz Fanon. In his work, Fanon theor…
She Blinded Me with Science
Curriculum scholarship provides the engagement with curriculum differentiation that has defined the field since its inception. Mainly, curriculum scholars shift from the role of science as arbiter of truth to the politics of truth, as science becomes a target of ideology critique. “Post-curriculum” is a place of radical questioning about the guarantees of a traditional science of curriculum. We explore a “new scientific education” not as a reject…
Critical education for critical times
An interview with Zeus Leonardo on critical theory, education, race and ideology. The interview was organized and conducted by Felipe Ziotti Narita and Jeremiah Morelock
Intersectionality, Race-Gender Subordination, and Education
In this chapter, we unpack intersectionality as an analytical framework. First, we cite Black Lives Matter as an impetus for discussing intersectionality’s current traction. Second, we review the genealogy of “intersectionality” beginning with Kimberlé Crenshaw’s formulation, which brought a Black Studies provocation into legal discourse in order to challenge existing antidiscrimination doctrine and single-axis theorizing. The third, and most cen…
Post-colorblindness; Or, racialized speech after symbolic racism
Post-colorblindness; Or, racialized speech after symbolic racism." Educational Philosophy and Theory, 50(14), pp. 1386–1387
Dis-orienting Western Knowledge
The decolonization movement is a knowledge project insofar as colonialism was an epistemological form of imperialism. As such, curricular change in the primary grades to university life requires a fundamental reworking of theories of knowledge, if not knowledge itself. To interrogate this problem and pose possible interventions, this article explicates Edward Said's conceptualization of colonialism as taking place on an epistemic level that orien…
F anon, F rantz
Frantz Fanon was a French Martinican activist, psychiatrist, and public intellectual who analyzed the black colonial experience. He argued that blackness was overdetermined from the outside by whiteness, that in order to understand the inferiority of black people in society we must grasp the superiority complex of whites, and that colonialism introduced the role of violence throughout colonial society and may require violence in order to depose i…
White historical activity theory
Best known for arguing that individual development is part of social and historical development Vygotsky’s entry into education may be captured by his concept of the ‘zone of proximal development’ (ZPD). ZPD has not yet been synthesized with a critical study of whiteness. When ZPD is used to explain racial disparities in the service of inclusion, it is usually connected with the lives of people of color. This leaves out a critical understanding o…
Of Other Thoughts
Contracting race
This article presents the main terms of the racial contract, as they appear in the subcontracts of Mills’ theory, such as the spatial, epistemological, cognitive subcontracts. It is important to keep in mind that these subcontracts are by no means separate and represent analytical moments of the main contract. Furthermore, other than its institutional form, education is not a separate sphere from the racial contract. Finally, I end with the racia…
Education and Racism
Education and Racism is a concise and easily accessible primer for introducing undergraduate and graduate students to the field of race and education. Designed for introductory courses, each chapter provides an overview of a main issue or dilemma in the research on racial inequality and education and the particular approaches that have been offered to explain or address them. Theme-oriented chapters include curriculum, school (re)segregation, and…
Whiteness as Technology of Affect
This article explores the embodiment and affectivity of whiteness, particularly as it implicates educational praxis and social justice in education, focusing on the following questions: In what ways are affect and whiteness constitutive of each other in race dialogue? How does emotion intersect with racial practices and white privilege, and what are the educational implications of this entanglement? In theorizing whiteness as a technology of affe…
Living with racism in education and society
Derrick Bell's pronouncement and challenge that racism is likely permanent has captured the imagination of Critical Race Theorists in education. Equally important are his ideas about living with the concrete conditions of racism. This article focuses on a tension within Bell's work. On the one hand, his writings are characterized by a certain 'racial realism.' In this perspective, Bell encourages race scholars and activists to abandon notions of …
The edge of race
Kalervo N. GulsonUniversity of New South Wales, Sydney, NSW, AustraliaZeus LeonardoUniversity of California, Berkeley, CA, USADavid GillbornUniversity of Birmingham, Birmingham, UK
The story of schooling
This article is an engagement of methodology as an ideologico-racial practice through Critical Race Theory's practice of storytelling. It is a conceptual extension of this practice as explained through Charles Mills' use of the 'racial contract (RC) as methodology' in order to explain the Herrenvolk Education - one standard for Whites, another for students of color - that is in place in the USA. At its most general, the article introduces the ful…
The Race for Class
This article is intended to appraise the insights gained from Critical Race Theory (CRT) in Education. It is particularly interested in CRT's relationship with Marxist discourse, which falls under two questions. One, how does CRT understand Marxist concepts, such as capital, which show up in the way CRT appropriates them? The article argues that Marxist concepts, such as historical classes, class-for-itself, are useful for race analysis as it set…
Smartness as Property
Background/Context Two scholars who each primarily identify as a scholar of Critical Race/Whiteness Studies and a scholar of Disability Studies, respectively, engage in this article in a purposeful dialogue that responds to the invitation put forth by Baglieri, Bejoian, Broderick, Connor, and Valle to engage with the construct of inclusive education, writ large. Through purposeful engagement with one another's discourse communities, the authors e…
Handbook of Cultural Politics and Education
Affirming Ambivalence
Pedagogy of fear
In education, it is common to put the condition of 'safety' around public race dialogue. The authors argue that this procedural rule maintains white comfort zones and becomes a symbolic form of violence experienced by people of color. In other words, they ask, 'Safety for whom?' A subtle but fundamental violence is enacted in safe discourses on race, which must be challenged through a pedagogy of disruption, itself a form of violence but a humani…
A Response to Michael W. Apple’s “Theory, Research, and the Critical Scholar/Activist”
Learning in Places
Critical Empiricism
After the Glow
The Right has a long history of questioning the importance of race analysis. Recently, the conceptual and political status of race has come under increased scrutiny from the Left. Bracketing the language of ‘race’ has meant that the discourse of skin groups remains at the level of abstraction and does not speak to real groups as such. As a descriptor, race essentializes identity as if skin color were a reliable way to perceive one's self and grou…
The Color of Supremacy
(2004). The Color of Supremacy: Beyond the discourse of ‘white privilege’. Educational Philosophy and Theory: Vol. 36, No. 2, pp. 137-152
The Souls of White Folk
At the turn of the 1900s, W. E. B. Du Bois argued that the problem of the color line was the twentieth century's main challenge. The article argues that critical pedagogy benefits from an intersectional understanding of whiteness studies and globalization discourse. Following Du Bois, it suggests that the problem of the twenty-first century is the global color line. As capitalism stretches across nations, its partnership with race relations also …
Pedagogy of fear
In education, it is common to put the condition of 'safety' around public race dialogue. The authors argue that this procedural rule maintains white comfort zones and becomes a symbolic form of violence experienced by people of color. In other words, they ask, 'Safety for whom?' A subtle but fundamental violence is enacted in safe discourses on race, which must be challenged through a pedagogy of disruption, itself a form of violence but a humani…
The war on schools
The study of whiteness in education is receiving increased attention. This essay argues that the No Child Left Behind Act is an example of color‐blindness par excellence. NCLB's hidden referent of whiteness makes a casual pass at racial explanation that sidesteps race as a causal explanation for educational disparities. In this sense, NCLB is an 'act of whiteness' and perpetuates the innocence of whiteness as a system of privilege. It is a form o…
The story of schooling
This article is an engagement of methodology as an ideologico-racial practice through Critical Race Theory's practice of storytelling. It is a conceptual extension of this practice as explained through Charles Mills' use of the 'racial contract (RC) as methodology' in order to explain the Herrenvolk Education - one standard for Whites, another for students of color - that is in place in the USA. At its most general, the article introduces the ful…
Critical Social Theory and Transformative Knowledge
Critical social theory is a multidisciplinary knowledge base with the implicit goal of advancing the emancipatory function of knowledge. It approaches this goal by promoting the role of criticism in the search for quality education. Through critical social theory in education, quality is proportional to the depth of analysis that students have at their disposal. As a critical form of classroom discourse, critical social theory cultivates students…
The Race for Class
This article is intended to appraise the insights gained from Critical Race Theory (CRT) in Education. It is particularly interested in CRT's relationship with Marxist discourse, which falls under two questions. One, how does CRT understand Marxist concepts, such as capital, which show up in the way CRT appropriates them? The article argues that Marxist concepts, such as historical classes, class-for-itself, are useful for race analysis as it set…
After the Glow
The Right has a long history of questioning the importance of race analysis. Recently, the conceptual and political status of race has come under increased scrutiny from the Left. Bracketing the language of ‘race’ has meant that the discourse of skin groups remains at the level of abstraction and does not speak to real groups as such. As a descriptor, race essentializes identity as if skin color were a reliable way to perceive one's self and grou…
Discourse and critique
Ideology is a central concept in educational policy analysis because it sheds light on the deep structures of domination in society and schools. This article argues for a rehabilitation of ideology from a purely pejorative concept to a more nuanced theory of ideology as a product of discourse. Avoiding a reductive definition of ideology provides educators with a nuanced perspective that makes language central to a critical understanding of educat…
Contracting race
This article presents the main terms of the racial contract, as they appear in the subcontracts of Mills’ theory, such as the spatial, epistemological, cognitive subcontracts. It is important to keep in mind that these subcontracts are by no means separate and represent analytical moments of the main contract. Furthermore, other than its institutional form, education is not a separate sphere from the racial contract. Finally, I end with the racia…
White historical activity theory
Best known for arguing that individual development is part of social and historical development Vygotsky’s entry into education may be captured by his concept of the ‘zone of proximal development’ (ZPD). ZPD has not yet been synthesized with a critical study of whiteness. When ZPD is used to explain racial disparities in the service of inclusion, it is usually connected with the lives of people of color. This leaves out a critical understanding o…
The Agony of School Reform
Interpretation and the Problem of Domination
Resisting Capital
Postmodern theory has problematized the concepts and concerns of Marxism with respect to socialist praxis. One of the most diligent examples of this engagement comes from Jean Baudrillard's simulation theory. Pronouncing the death of Marxist categories, such as depth and revolution, simulation theory offers an aleatory, indeterminate model of society where the real implodes into the hyperreal. With special attention to the concept of resistance, …
Dis-orienting Western Knowledge
The decolonization movement is a knowledge project insofar as colonialism was an epistemological form of imperialism. As such, curricular change in the primary grades to university life requires a fundamental reworking of theories of knowledge, if not knowledge itself. To interrogate this problem and pose possible interventions, this article explicates Edward Said's conceptualization of colonialism as taking place on an epistemic level that orien…
Living with racism in education and society
Derrick Bell's pronouncement and challenge that racism is likely permanent has captured the imagination of Critical Race Theorists in education. Equally important are his ideas about living with the concrete conditions of racism. This article focuses on a tension within Bell's work. On the one hand, his writings are characterized by a certain 'racial realism.' In this perspective, Bell encourages race scholars and activists to abandon notions of …
Teachers as critical anti-intellectuals
Educators as decolonial intellectuals
For several decades, the Gramscian notion of the intellectual has been a popular framework to view the potentiality of educators as counter-hegemonic cultural workers. While this was an invaluable contribution to the field of critical education, notions of the intellectual have largely focused on class conflict. For a deeper theorization of the intellectual and race, we turn to the work of decolonial thinker Frantz Fanon. In his work, Fanon theor…
Post-colorblindness; Or, racialized speech after symbolic racism
Post-colorblindness; Or, racialized speech after symbolic racism." Educational Philosophy and Theory, 50(14), pp. 1386–1387
The edge of race
Kalervo N. GulsonUniversity of New South Wales, Sydney, NSW, AustraliaZeus LeonardoUniversity of California, Berkeley, CA, USADavid GillbornUniversity of Birmingham, Birmingham, UK
Critical Empiricism
Theme Issue
Sociology of Education
Sociology of Education
The Souls of White Folk
At the turn of the 1900s, W. E. B. Du Bois argued that the problem of the color line was the twentieth century's main challenge. The article argues that critical pedagogy benefits from an intersectional understanding of whiteness studies and globalization discourse. Following Du Bois, it suggests that the problem of the twenty-first century is the global color line. As capitalism stretches across nations, its partnership with race relations also …
Reality on Trial
The concept of utopia has been described as a distortion of reality in the positive direction. On the other hand, its dialectical counterpart, ideology, has been described as a distortion of reality in the negative direction. Each concept has been defined in exclusive terms from the other, but as discourses they have become dependent on each other, albeit in a negative relationship. First, this article analyzes the four moments of Althusser's the…
Interpretation and the Problem of Domination
The Agony of School Reform
Discourse and critique
Ideology is a central concept in educational policy analysis because it sheds light on the deep structures of domination in society and schools. This article argues for a rehabilitation of ideology from a purely pejorative concept to a more nuanced theory of ideology as a product of discourse. Avoiding a reductive definition of ideology provides educators with a nuanced perspective that makes language central to a critical understanding of educat…
Resisting Capital
Postmodern theory has problematized the concepts and concerns of Marxism with respect to socialist praxis. One of the most diligent examples of this engagement comes from Jean Baudrillard's simulation theory. Pronouncing the death of Marxist categories, such as depth and revolution, simulation theory offers an aleatory, indeterminate model of society where the real implodes into the hyperreal. With special attention to the concept of resistance, …
Theme Issue
Theme Issue
The Color of Supremacy
(2004). The Color of Supremacy: Beyond the discourse of ‘white privilege’. Educational Philosophy and Theory: Vol. 36, No. 2, pp. 137-152
Critical Social Theory and Transformative Knowledge
Critical social theory is a multidisciplinary knowledge base with the implicit goal of advancing the emancipatory function of knowledge. It approaches this goal by promoting the role of criticism in the search for quality education. Through critical social theory in education, quality is proportional to the depth of analysis that students have at their disposal. As a critical form of classroom discourse, critical social theory cultivates students…
Through the Multicultural Glass
In 1996, an edited volume devoted to Stuart Hall's work published the essay ‘Gramsci's Relevance for the Study of Race and Ethnicity’. Central to Hall's analysis was Gramsci's deployment of the concept of hegemony. This article hopes to accomplish parallel insights on race and multiculturalism by going through the concept of ideology as theorized by Althusser. A thoroughgoing and critical theory of ideology is currently missing from multicultural…
Critical Pedagogy and Race
Editorial (Michael A. Peters). Foreword (Zeus Leonardo). Introduction-'Racism' and 'New Racism': The contours of racial dynamics in contemporary America (Eduardo Bonna-Silva). 1. The Color of Supremacy: Beyond the discourse of 'white privilege' (Zeus Leonardo). 2. Whiteness and Critical Pedagogy (Ricky Lee Allen). 3. Maintaining Social Justice Hopes within Academic Realities: A Freirean approach to critical race/LatCrit pedagogy (Daniel G. Solorz…
Reality on Trial
The war on schools
The study of whiteness in education is receiving increased attention. This essay argues that the No Child Left Behind Act is an example of color‐blindness par excellence. NCLB's hidden referent of whiteness makes a casual pass at racial explanation that sidesteps race as a causal explanation for educational disparities. In this sense, NCLB is an 'act of whiteness' and perpetuates the innocence of whiteness as a system of privilege. It is a form o…
Race, whiteness, and education
Race, Class, and Imagining the Urban
In the social sciences, there is no paucity of studies about the urban as a “real” place. To take a few examples, in Massey and Denton’s (1993) American Apartheid, the ghetto receives plenty of attention, as a historical process whereby blacks suffer from whites’ deliberate construction of housing segregation at the turn of the twentieth century. In Anyon’s (1997) own analysis of the ghetto, she traces its origins in the political economy and the…
Handbook of Cultural Politics and Education
Affirming Ambivalence
Pedagogy of fear
In education, it is common to put the condition of 'safety' around public race dialogue. The authors argue that this procedural rule maintains white comfort zones and becomes a symbolic form of violence experienced by people of color. In other words, they ask, 'Safety for whom?' A subtle but fundamental violence is enacted in safe discourses on race, which must be challenged through a pedagogy of disruption, itself a form of violence but a humani…
A Response to Michael W. Apple’s “Theory, Research, and the Critical Scholar/Activist”
Learning in Places
Critical Empiricism
After the Glow
The Right has a long history of questioning the importance of race analysis. Recently, the conceptual and political status of race has come under increased scrutiny from the Left. Bracketing the language of ‘race’ has meant that the discourse of skin groups remains at the level of abstraction and does not speak to real groups as such. As a descriptor, race essentializes identity as if skin color were a reliable way to perceive one's self and grou…
Smartness as Property
Background/Context Two scholars who each primarily identify as a scholar of Critical Race/Whiteness Studies and a scholar of Disability Studies, respectively, engage in this article in a purposeful dialogue that responds to the invitation put forth by Baglieri, Bejoian, Broderick, Connor, and Valle to engage with the construct of inclusive education, writ large. Through purposeful engagement with one another's discourse communities, the authors e…
Sociology (37 obras) · Political science (24 obras) · Epistemology (23 obras) · Gender Studies (23 obras) · Law (21 obras) · Critical Race Theory in Education (20 obras) · Philosophy (18 obras) · Politics (17 obras) · Critical theory (13 obras) · Gender Studies (12 obras)