Toward Black Epistemological Futures

Centering Antiblack Aggressions in Educational Research

Bibliographic Data

ID21459516
AuthorsDorothy E Hines (0000-0002-9600-7519, University of Kansas, corresponding author)
Year2024
Volume126
Issue2
Pages214-222
Publication date2024-02-01
Open AccessYes
TypeARTICLE
VenueTeachers College Record The Voice of Scholarship in Education (JOURNAL)
Journal identifiersISSN: 0161-4681 • E-ISSN: 1467-9620
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/01614681241238886
OpenAlexW4393113498
LanguageEN
Citations received3
References cited18

Educational researchers have widely used the term “racial microaggressions” as a theoretical framework for examining everyday and subtle forms of discrimination predicated against people of color. However, there are historical and contemporary differences in how Black people experience schools and other social institutions that a racial microaggressions lens does not fully embrace. Using a new frame termed “antiblack aggressions,” I discuss the history and damage of using racial microaggressions to examine the experiences of Black students. Furthermore, this piece calls for a paradigm shift that aligns with the original conceptualization of the term “microaggressions,” re-centers the Black experience, and fosters Black epistemological futures in educational research

Art · Economics · Educational research · Epistemology · Futures contract · Literature · Pedagogy · Political science · Publication · Publishing · Social science · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Philosophy · Psychology · Racial and Ethnic Identity Research

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