PEN Academic Publishing   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2018, Vol. 14(6) 1-17

Understanding Students of Color and Power Relations Through Social and Community Inquiry

Alex Jean-Charles

pp. 1 - 17   |  DOI: https://doi.org/10.29329/ijpe.2018.179.1   |  Manu. Number: MANU-1810-15-0007

Published online: December 31, 2018  |   Number of Views: 55  |  Number of Download: 172


Abstract

This paper examines the systems of power in schools and communities and the impact it has on student of color. I explore how the misuse and abuse of power act to shape the consciousness and identity of poor, urban, students of color, and the ways the technology, as an expression of a panopticon technique, acts to shape the phenomenological experience of place for students. Michel Foucault's (1977, 1983) work on power relations along with my personal experiences with the system of power are used to understand students of color's experience in spaces where there is the potential for an imbalance of power.  The paper addresses the moral obligations of educators to be aware of their power in relation to working with marginalized groups. 

Keywords: Power Relations, Ideology, Systems of Power as Surveillance Technology, Youth Participatory Action Research, Moral Obligation


How to Cite this Article?

APA 6th edition
Jean-Charles, A. (2018). Understanding Students of Color and Power Relations Through Social and Community Inquiry . International Journal of Progressive Education, 14(6), 1-17. doi: 10.29329/ijpe.2018.179.1

Harvard
Jean-Charles, A. (2018). Understanding Students of Color and Power Relations Through Social and Community Inquiry . International Journal of Progressive Education, 14(6), pp. 1-17.

Chicago 16th edition
Jean-Charles, Alex (2018). "Understanding Students of Color and Power Relations Through Social and Community Inquiry ". International Journal of Progressive Education 14 (6):1-17. doi:10.29329/ijpe.2018.179.1.

References
  1. Althusser, L. (1971). Ideology and ideological state apparatus. In L. Althusser, Lenin and Philosophy and other essays. London: New left Books. [Google Scholar]
  2. Apple, M. W., & King, N. (1977). What do schools teach? Curriculum Inquiry, 6 (4), 341-368. [Google Scholar]
  3. Bearne, E. (1999). Use of Language Across the Secondary Curriculum. London, UK: Routledge [Google Scholar]
  4. Bennett-Johnson, E. R. (2003). The root of school crime and violence. National Conference for Peace Education. Southern University at New Orleans. [Google Scholar]
  5. Bentham, J. (1995). The Panopticon Writings (edited and introduced by Miran Bozovic). London: Verso. [Google Scholar]
  6. Burbules, N., C. A theory of power in education. Educational Theory, Vol. 36 No. 2 (1986): 95-114. [Google Scholar]
  7. Burbules, N., C, Peters, M. (2004). Poststructuralism and educational research. Rowman & Littlefield Publishers, Lanham, Md [Google Scholar]
  8. Chomsky, N., Shoeffel, J., Mitchell, P. (2002). Understanding Power: The Indispensable Chomsky. New York, NY: New Press  [Google Scholar]
  9. Darder, A. (2002). Reinventing Paulo Freire: a pedagogy of love. Boulder, Colo.: Westview Press. [Google Scholar]
  10. Devine, J. (1996). Maximum Security: The Culture of Violence in Inner-City Schools.  Chicago: The University of Chicago Press. [Google Scholar]
  11. Dewey, J. (1916). Democracy and education; an introduction to the philosophy of education. New York: The Macmillan Company.  [Google Scholar]
  12. Dreyfus, H. L., Rabinow, P., & Foucault, M. (1983). Michel Foucault, beyond structuralism and hermeneutics (2nd ed.). Chicago: University of Chicago Press. [Google Scholar]
  13. Ellul, J. (1964). The Technological Society. New York: Knopf. [Google Scholar]
  14. Ferneding, A. K. (2003).  Questioning Technology: Electronic Technologies and Educational Reform. New York, NY: Peter Lang Publishing  [Google Scholar]
  15. Fine, M. (2008). Revolutionizing Education: Youth Participatory Action Research in Motion. Routledge Taylor & Francis  [Google Scholar]
  16. Foucault, M., & Gordon, C. (1980). Power/knowledge: selected interviews and other writings, 1972-1977 (1st American ed.). New York: Pantheon Books. [Google Scholar]
  17. Foucault, M. (1977, 1995). Discipline and punish: the birth of the prison (2nd Vintage Books ed.). New York: Vintage Books. [Google Scholar]
  18. Foucault, M. (1988).  The Ethic of Care for the Self as a Practice of Freedom.  In J. Bernauer and D. Rasmussen, eds.  The Final Foucault, (pp. 120). Cambridge, MA & London: The MIT Press. [Google Scholar]
  19. Foucault, M. (1984). Resume des Cours: 1970-1982. Paris: Julliard. [Google Scholar]
  20. Freire, P. (1968). Pedagogy of the oppressed (New rev. ed.). London; New York: Penguin Books. [Google Scholar]
  21. Giroux, H. A. (2001). Theory and resistance in education: towards a pedagogy for the opposition (Rev. and expanded ed.). Westport, Conn.: Bergin & Garvey. [Google Scholar]
  22. Giroux, H., A., et al. (1997). Counternarratives: Cultural Studies and Critical Pedagogies in Postmodern Spaces.  New York: Routledge [Google Scholar]
  23. Greene, M. (1988). The dialectic of freedom. New York: Teachers College Press.  [Google Scholar]
  24. Hargreaves, A. (1994).  Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age. New York, NY: Teachers College Press  [Google Scholar]
  25. Heidegger, M. (1977). The question concerning technology, and other essays. New York: Garland Pub. [Google Scholar]
  26. Lacan, J., & Fink, B. (2002). The Mirror Stage as Formative of the I as Revealed in Psychoanalytic Experience. In Ecrits: a selection (pp. xi, 372). New York: W.W. Norton & Co. [Google Scholar]
  27. Marx, K. (1986). Economic and philosophic manuscripts of 1844 ([1st American] ed.). New York, N.Y.: International Publishers.  [Google Scholar]
  28. Mumford, L. (1989). The city in history: its origins, its transformations, and its prospects. New York, N.Y.: MJF Books. [Google Scholar]
  29. Nietzsche, F. W., & Kaufmann, W. A. (1989). On the Genealogy of Morals. New York, NY: Vintage Books. [Google Scholar]
  30. Orwell, G. (1984). 1984: a novel. New York: New American Library. [Google Scholar]
  31. Rabinow, P., & Foucault, M. (1984). The Foucault reader (1st ed.). New York: Pantheon Books. [Google Scholar]
  32. Shor, I., Freire, P., (1987). A Pedagogy for liberation: dialogues on transforming education.  [Google Scholar]
  33. Staples, W. G. (1997). The culture of surveillance: discipline and social control in the United States. New York, NY: St. Martin's Press. [Google Scholar]
  34. Thiele, Leslie Paul (1990).  The Agony of Politics:  The Nietzschean Roots of   Foucault’s Thought.  The American Political Science Review, 84(3):  907-925. [Google Scholar]
  35. Toby, J. (1985).  The Politics of School Violence. The Public Interest, no. 116, p. 34. [Google Scholar]
  36. Tyack, D. B. (1974). The one best system: a history of American urban education. Cambridge, Mass.: Harvard University Press. [Google Scholar]
  37. Willis, P. (1977). Learning to labour. Farnborough: Saxon House [Google Scholar]
  38. Woodson, C. G. (2000). The mis-education of the Negro. New York: AMS Press.  [Google Scholar]