Embodying biopolitically discriminate borders

Teachers' Spatializations of Race

Dados Bibliográficos

ID2930858
AutoresDaphne Oluwaseun Martschenko (0000-0002-9046-5893, University of Cambridge, autor correspondente)
Ano2022
Volume43
Fascículo1
Páginas101-114
Data de publicação2022-01-02
Open AccessSim
TipoARTICLE
PeriódicoDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Identificadores do periódicoISSN: 0159-6306 • E-ISSN: 1469-3739
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2020.1813089
PMID35692447
OpenAlexW3084208231
IdiomaEN
Citações recebidas3
Referências citadas52

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

Biopower · Cartography · Conflation · Epistemology · Geography · Geospatial analysis · Inequality · Invisibility · Metropolitan area · Political science · Politics · Racism · Sociology · Children's Rights and Participation · Critical Race Theory in Education · Gender Studies · Indigenous and Place-Based Education

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