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The Classroom as Privileged Space: Psychoanalytic Paradigms for
Social Justice in Pedagogy examines the psychic and emotional
effects of the dehumanization of children based on social
discrimination and difference within schooling. Used as a tool to
critique the current state of social justice within education,
psychoanalysis allows for a focus on the individual within the
social context of schooling. It highlights the emotional structures
that can develop in children and learners through the oft repeated
trauma of racism and homophobia. This book draws from the
articulated experiences of three writers and urges the reader to
approach the work of the writers and this book as a witness and as
one who is enabled to respond through acquiring knowledge and
acting on it. Drawing from scholars in psychoanalysis, sociology,
and education, Tapo Chimbganda posits that perhaps the "safe space"
education has been touting is not what is necessary to cultivate
diversity, equity, and inclusion in classrooms. Rather, privilege,
re-imagined through psychoanalytic technique, can make possible the
elements of social justice that have long frustrated, silenced, and
escaped the classroom.
This edited volume qualifies black love on the basis of black
identity. Much of what is experienced of blackness as an identity
arises out of a juxtaposition to other races and identities,
particularly whiteness. The contributors in this volume resist the
idea of black love in reference to whiteness by exposing the hidden
toxicities that come with a focus on whiteness. They reflect on
intricate and intimate relationship dynamics that arise out of a
violent and challenging past between Black women and Black men.
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