Joyce E. King

Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.

They had for more than a century before been regarded as . .. so far inferior . .. that the negro might justly and lawfully be reduced to slavery for his benefit .... This opinion was at that time fixed and universal in the civilized portion of the white race. It was regarded as an axiom in morals as well as in politics, which no one thought of disputing . . . and men in every grade and position in society daily and habitually acted upon it . .. without doubting for a moment the correctness of this opinion. (Dred Scott v. Sanford, 1857)

Black mothers to sons : juxtaposing African American literature with social practice

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Being the Soul-Freeing Substance: A Legacy of Hope in Afro Humanity.

[W. E. B. Du Bois dreamed] of a world of infinite and invaluable variety. . . of true freedom: in thought and dream, fantasy, and imagination, in gift, aptitude, and genius all possible manner of difference, topped with freedom of individuality. . . to stop this freedom of being is a blow at democracy. . . .There can be no perfect democracy curtailed by color, race or poverty. (Du Bois, 1965, p. 261)

Boŋ Feerey: A Teaching and Learning Methodology for Healing the Wounds of Distance, Displacement, and Loss Caused by Hurricane Katrina

This article examines the project “The Saddest Days: Katrina Experiences Through the Eyes of Children,” developed by the authors. The project uses the Gao School Museum (GSM) approach to develop instructional material that includes student experiences and voices. Specifically, the authors investigated how the “Saddest Days” Project, using the GSM methodology, develops Boŋ Feerey (a concept in the Songhay language that means “the process of opening one’s mind and accepting new ideas and approaches so as to integrate these new perspectives into one’s daily life”), which urges students and teachers to ponder how Katrina’s aftermath continues to affect African American youth. The disaster has affected not only African American youth from New Orleans but also those teachers and students located in the cities in which New Orleanians are hosted.

2015 AERA Presidential Address Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity:

This article presents Joyce E. King’s 2015 AERA presidential address, which artfully combined scholarly discourse with performance elements and diverse voices in several multimedia formats. In discussing morally engaged research/ers dismantling epistemological nihilation, the article advances the argument that the moral stance, solidarity with racial/cultural dignity in education praxis, policy, and research, is needed to combat discursive forms of racism. The lecture opened with African Americans and Native Americans performing culturally affirming traditional ritual practices. An African drum processional and a libation honored revered Black ancestors—scholars, artists, and activist intellectuals—Maya Angelou, Ruby Dee, Amiri Baraka, Vincent Harding, and Asa G. Hilliard, III (Nana Baffour Amankwatia II). An intergenerational Native American delegation offered a traditional welcome prayer, gifting of tobacco, and ceremonial drumming and dance performance. Dr. King began her address by acknowledging that the 2015 AERA annual meeting was taking place in the ancestral lands of the Pottawatomie Nation.

We May Well Become Accomplices To Rear a Generation of Spectators Is Not to Educate at All

Research on education and society is the focus in discussing four essays of AERA past presidents, Newton Edwards, Maxine Greene, Linda Darling-Hammond, and William F. Tate, IV. The title, “We May Well Become Accomplices . . . ,” is taken from Greene’s speech to foreground inherent moral obligations of scholars when racial and social justice is a goal of education research on education and society. The essay begins with a prologue situating the author’s personal and professional biography within the span of time in which these essays were published. Progress and challenges with respect to race and racism in relation to learning for freedom and democracy and research on education and society are displayed in thematic timetables organized to contextualize the intellectual issues and the social times surrounding the presidential publications. The conclusion discusses a role for AERA in supporting new possibilities for collaborative learning relative to morally engaged research as democratic educational practice.

Who Will Make America Great Again? "Black People, of Course…".

Abstract The author reflects on the relevance of her intellectual journey through the Black consciousness movement in the 1960s to her pedagogy teaching from a Black Studies theoretical perspective on liberating knowledge. This pedagogical approach aims to fortify education students’ consciousness regarding a systemic understanding of how racism and domination work. The argument is that this approach is especially needed given the current regime. Using the 1968 poem by Amiri Baraka that asked: ‘Who Will Survive America?’ the author illustrates content and pedagogy that can respond to the presidential campaign slogan understood as ‘making America white again.’

The Ethical Stakes of Collaborative Community-Based Social Science Research

This multivocal essay engages complex ethical issues raised in collaborative community-based research (CCBR). It critiques the fraught history and limiting conditions of current ethics codes and review processes, and engages persistent troubling questions about the ethicality of research practices and universities themselves. It cautions against positioning CCBR as a corrective that fully escapes these issues. The authors draw from a range of philosophic, African-centric, feminist, decolonial, Indigenous, and other critical theories to unsettle research ethics. Contributors point toward research ethics as a praxis of engagement with aggrieved communities in healing from and redressing historical trauma.