Racial Resentment As Pedagogy

Education researchers seem far more interested in “interrogating whiteness” than in developing methodologies to help black students improve their skills

This weekend, more than 14,000 academics will gather in Toronto to share their research for the American Educational Research Association’s annual conference. In past years, I’ve documented the focus of AERA academics on matters that seem only obliquely connected to curriculum, instruction, and policy. It looks like more of the same this year, from the symposium on “Liberating Oppressed Ontologies and Cosmologies for Transformational Praxis” to the paper “Queer Evolution: (Re)invigorating Environmental Education through Queer Interpretations of Evolutionary Onto-Epistemological Choreography.” But this year’s conference has especially lofty ambitions. Under the title Leveraging Education Research in a ‘Post-Truth’ Era: Multimodal Narratives to Democratize Evidence, the event’s promotional poster features a lighthouse inscribed with the words “Trust, Integrity, Methodology, and Reliability,” which looks out over a sea of “Post-Truth, Propaganda, and Fabrication.”

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