Reimagining Critical Race Theory in Education: Mental Health, Healing, and the Pathway to Liberatory Praxis
Reimagining Critical Race Theory in Education: Mental Health, Healing, and the Pathway to Liberatory Praxis
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重新构想教育中的批判种族理论：心理健康、治疗和解放实践之路
DOI：
10.1111/edth.12129
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发表时间：
2015
影响因子：
1
通讯作者：
D. Stovall
中科院分区：
文献类型：
--
作者：
E. McGee;D. Stovall
长期存在的理论教育框架和方法未能为心理健康在调解教育后果方面发挥的作用提供空间。为了说明这种空间的必要性，Ebony McGee和大卫斯托瓦尔强调了他们以教师，研究人员和导师的身份服务的黑人大学生的声音。建立在像法农和W。E. B。杜波依斯，作者试图连接压迫性的社会制度，以一种方式，是相关的黑人学生的精神压迫。McGee和Stovall对当前的研究趋势提出了挑战，即将传统白色机构中黑人学生的生存主要归因于勇气，毅力和精神韧性，并指出对上述品质的研究往往未能正确承认多种形式的痛苦。利用批判种族理论（CRT）的透镜，作者还挑战了坚毅的结构，考虑到黑人学生的心理健康问题在多大程度上没有被发现。尽管批判性种族理论家揭露并攻击了教育系统各个层面所经历的种族创伤，但CRT与心理健康和健康研究的联系仍处于萌芽阶段。出于这些原因，麦基和斯托瓦尔认为，CRT学者需要纳入实践，以解决心理健康和健康，以解决更全面的黑人学生的种族化世界。最终，他们寻求跨学科的观点，可以帮助确定和促进战略，以支持黑人学生在项目和愈合过程中，从多种形式的种族化的创伤，他们的经验之内和超越他们的教育遭遇。
Long-standing theoretical education frameworks and methodologies have failed to provide space for the role mental health can play in mediating educational consequences. To illustrate the need for such space, Ebony McGee and David Stovall highlight the voices of black undergraduates they have served in the capacities of teacher, researcher, and mentor. Building from the theoretical contributions of intellectual giants like Frantz Fanon and W. E. B. Du Bois, the authors attempt to connect oppressive social systems to the psyche of the oppressed in a way that is relevant to black students. McGee and Stovall pose a challenge to the current research trend of attributing the survival of black students at traditionally white institutions primarily to grit, perseverance, and mental toughness, noting that research on the aforementioned qualities often fails to properly acknowledge multiple forms of suffering. Utilizing the lens of Critical Race Theory (CRT), the authors also challenge the construct of grit to consider the extent to which the mental health concerns of black students go undetected. Although critical race theorists have unmasked and attacked the racial trauma experienced at all levels of the educational system, the connection of CRT to mental health and wellness research is in its embryonic stages. For these reasons, McGee and Stovall argue that CRT scholars need to incorporate praxis to address mental health and wellness in order to address a fuller spectrum of black students' racialized worlds. Ultimately, they seek interdisciplinary perspectives that can help identify and foster strategies to support black students in the project and process of healing from multiple forms of racialized trauma they experience within and beyond their educational encounters.