On April 4, 1967, Dr. Martin Luther King, Jr. delivered the
anti-war speech, "Beyond Vietnam: A Time to Break Silence," in New
York City at the Riverside Church. At the time, the United States
framed its intervention in Vietnam as a mechanism to protect
democracy worldwide. While this supposed defense of democracy raged
on thousands of miles away, social protests for racial equity,
political representation, and an economic livelihood for its most
disenfranchised communities spread across the United States.
Highlighting this contradiction in his anti-war speech, King
presented his doubts regarding the government's ability to
eliminate the materialism, militarism, and racism that built the
nation, a plight that continues today. Written from the
perspectives of education practitioners and scholars who have
personal histories with global war via (settler) colonialism,
immigration, and subsequent disenfranchisement in the United
States, Education at War addresses the vestiges of war that shape
the lives of youth of color. This thought-provoking collection of
essays reveals how the contemporary specter of war has become a
central way that racism and materialism are manifested and
practiced within education. Education at War asserts that the
contemporary neoliberal characterization of education and
school-based reform is situated within the global political economy
that has facilitated growth in the prison and military industrial
complex, and simultaneous divestment from education domestically.
Essays examine anti-war projects across the K-20 education
continuum with chapters from educators who are from and/or work
directly with the communities often pathologized in
"damage-centered" educational discourse. The authors do not just
frame the conditions faced by our communities as state-mediated but
also as collectively resisted. They place war, surveillance, and
carcerality at the center of critical race analysis in education.
Each of the chapters include a pedagogical component, including
lessons and comments for educators and youth workers. In
cultivating this text, the editors have contributed to building a
community of educators, activists, teachers, and scholars who
collectively explore how resistance can produce the opportunity for
rich, diverse, and transformative learning for marginalized
students and communities. Contributors: Suzie M. Abajian, Yousef K.
Baker, Dolores Calderon, Edward R. Curammeng, Chandni Desai, Maryam
S. Griffin, Heather L. Horsley, David Stovall, Clayton Pierce,
Allyson Tintiangco-Cubales, Sepehr Vakil, Shirin Vossoughi,, Connie
Wun, Miguel Zavala
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