Critical Race Studies in Education Association (CRSEA) 
 2022 Theme & Call for Proposals
 
Addressing AntiBlackness: Revolution Planning for a New Future 
 
CFP Deadline: May 15, 2021
**DEADLINE EXTENDED NEW DATE: June 05, 2022**
Submission portal opens: March 15, 2022
 
Conference Host: Southern Illinois University Edwardsville (SIUE)
 
Pre-Conference Date: October 26, 2022
Conference Dates: October 27-28, 2022
 

“In the end, anti-Black, anti-female, and all forms of discrimination are equivalent to the same thing – anti-humanism.” ~Shirley Chisholm

 

Our conference theme, Addressing AntiBlackness: Revolution Planning for a New Future, seeks to galvanize the labor of activists, scholars, educators, researchers, anti-racists, and CRiT village members to name, confront, disrupt and oppose all forms of antiBlackness. This CFP is for members of our extended village to grapple with the notion of full humanity (Freire, 1970) within their work and CRiT walk (Giles & Hughes, 2009). More precisely, we want folks to operationalize how we counter dehumanization in education for all children by foregrounding antiBlackness as the point of inquiry and examination in hopes of forging new ways to challenge and address white supremacist dehumanization. Socially ordained and state-sanctioned dehumanization and control of all that is Black align to the goal of antiBlackness, which furthers the continued oppression of all Black folks. For example, in response to racial unrest of 2020 and 2021; campuses across the nation began anti-racist initiatives. Such feats rarely result in substantive change, which does little to move past performative amoral public relations, while shallowly placating to Black fear. Knowing that the boundaries of appropriate humanity for Black people are outlined by whiteness; such violence replicates actions to repress racial progress, obscure Black liberation, and/or failure to redress wrongs. This lack of redress is significant to how the Black body and the non-white body are used as illuminations of white supremacy (Mills, 2021).  

Central to Afro-pessimism and post-colonialism; antiBlackness is predicated on the belief that the Black body and Black people exist in a fundamentally antagonistic relationship with the settler colonialist construct of humanity. This antagonism interprets the treatment of Black folks in all constructions institutions of society, positioning the Black as perpetually slave because slavery “is how Black existence is imagined and enacted upon” (Dumas, 2016, p. 13). Simply stated, to be Black means to not be human. AntiBlackness, not always named as such, then provides a rationale for actions, beliefs, and attitudes that justify violence against all that is Black. Rooted in Black intellectual thought and tradition from the early 20th century (e.g., Ida B. Wells, Anna Julia Cooper, W.E.B. Dubois, Carter G. Woodson, Marcus Garvey), scholars from across multiple disciplines have discussed at length, the reality of antiBlackness in the Americas and beyond. Warren and Coles (2020) reflect on how “antiblackness is preserving white supremacist power structures in the present day, which includes naming the conditions that ensure black people’s education in the U.S. remains a violent enterprise” (p. 385). As a result, Black folks continue to labor and be educated (Steele, 1997) in spaces of antiBlackness where they operate through spirit murdering (Love, 2019), and multi-leveled violence (i.e. Dumas, 2014; Coles, 2020) against their being. 

Proposals submitted for this year’s conference should interrogate the ways antiBlackness operates in the many facets of educational society– organizations, public and private school districts, higher education institutions, homeschooling, interpersonal relations, policy formation and implementation, nonprofits and all who claim to be educating youth and adults. Furthermore, we move in the same vein as Sexton (2012) arguing “…that a question arises as to how to approach this social life in social death while enabling new means of thoughtfulness or mindfulness in living, in studying, in the University and elsewhere” (para1). As we invite scholars to interrogate antiBlackness we invite creativity in how to do so, understanding that there are many forms of analysis and disruption for this undertaking. Drawing from the work of Fanon (1952/2008) Steele (1997); Dumas (2018); Sexton (2008,2012) we invite scholarship and community-informed practice that disrupts and calls into question antiBlackness in all its forms. Furthermore, we invite scholarship that examines the nexus of CRiT scholarship and antiBlackness in diasporic forms, examining the colonizing ways antiBlackness looks and operates within all groups that may be wrapped in the terminology of Afro____, terms (i.e. AfroAsian, AfroLatinX).

With this in mind, we invite proposals that examine antiBlackness as an exercise of analysis and promote examining intersections of Critical Race Theories (e.g. QueerCRiT, LatCRiT, DesiCRiT), the call for proposals, and the conference strands (see below). This year’s call seeks to help us as scholars, activists, and community members to intentionally name and discuss the ways antiBlackness operates within our spaces and respective disciplines. We invite interrogations of antiBlackness in the following forms: 

  • Black Being (e.g. Fanon, 1952; Dumas, 2016)
  • Multiracialism (e.g. Sexton, 2008) 
  • The purpose of education (e.g. Baldwin, 1964)
  • Black geographies (e.g. McKittrick)
  • Policing and Black death (e.g. Yancy, 2008) 
  • Post/Re-colonization (e.g. Hall, 1980, 2018)
  • Disenfranchising and miseducating (e.g. Woodson, 1933; Dancy, 2014).


Proposals should address one of the following relevant themes below

Imperialism and Colonialism and its Impact on K -12 Youth: Governmental policies and educational policies that are intimately linked around the problematic goal of assimilation.

Youth Resistance and Radicalism (P-20): Relevant submissions include discussion, analysis/research centering on the experiential knowledge and voices of youth of color, advancing knowledge of pedagogies of resistance/organizing amongst, and in relation to the youth of color in schools, communities, etc.

Community Driven Politics: Relevant submissions include grassroots organizing and political education in various forms.

Spatial Geography’s role in racial realism: Relevant submissions include analysis/research highlighting the various manifestations of racism/white supremacy functioning in different geographical places and spaces; specifically, the consideration of connections amongst a myriad of topics/movements (e.g. coalitions amongst groups such as Black Lives Matter and Indigenous peoples; recent Black-Asian solidarity organizing happening in Oakland, CA and elsewhere).

Identity and/or Respectability Politics: Relevant submissions include analysis/research that centers Testimonios and Storytelling from a myriad of disciplines/fields and their connection to, and influence on political and/or educational discourse and praxis from various positionalities shaping politics and education.

Political Economies of Higher Education: Relevant submissions include a discussion/analysis of the manifestations, intersections, and nuances of Race, Class, Gender, Sexuality, Language, Ability, Citizenship, etc. within institutions of higher education.

Transformational Politics: Relevant submissions include a discussion/analysis of Teacher Pedagogy and Praxis; interdisciplinary and discipline specific proposals welcomed.

 

PROPOSAL REVIEW ELEMENTS: 

Technical Quality: The ideas addressing theory, practices, and/or methods in critical race studies are clear.

Analysis: The proposal clearly demonstrates the author is centering race as the primary mode of analysis, with key principles, concepts, and methods connected to critical theories of race, including, but not limited to critical race theory. There are clear linkages between the information and the question/topic under consideration.

Innovativeness and Impact: The proposal submitted has the potential to introduce and/or promote the development of new ideas, practices, methods, praxis, and/or the acquisition of new skills and knowledge for conference attendees. 

 

PROPOSAL SUBMISSION LINK

 

References:

 
Baldwin, J. G. (1964). The relation between weather and fruitfulness of the Sultana vine. Australian Journal of Agricultural Research, 15(6), 920-928.
 
Palmer, R. T., Wood, J. L., Dancy, T. E., & Strayhorn, T. L. (2014). Black Male Collegians: Increasing Access, Retention, and Persistence in Higher Education: ASHE Higher Education Report 40: 3. John Wiley & Sons.
 
Dancy, T. E., Edwards, K. T., & Earl Davis, J. (2018). Historically white universities and plantation politics: Anti-Blackness and higher education in the Black Lives Matter era. Urban Education, 53(2), 176-195.

Fanon, F. (1952). Black skin, White masks (C. L. Markmann, Trans.). London, England: Pluto. (Original work published 1952)
 
Freire, P. (2013). Pedagogy of the oppressed (pp. 131-139). Routledge.
 
Giles, M. S., & Hughes, R. L. (2009). CRiT walking race, place, and space in the academy. International Journal of Qualitative Studies in Education, 22(6), 687-696.
 
Hall, S. (1980). Race, articulation and societies structured in dominance (pp. 16-60). na.
 
Hall, S. (2018). Popular culture, politics and history. Cultural Studies, 32(6), 929-952.
 
Mills, C.W. (2021) The Illumination of Blackness. In M.K. Jung, J.H.  Costa Vargas, J.H. (Eds), Antiblackness. (pp. 17-36). Duke University Press
 
McKittrick, K. (2006). Demonic grounds: Black women and the cartographies of struggle. U of Minnesota Press.
 
Warren, C. A., & Coles, J. A. (2020). Trading spaces: Antiblackness and reflections on Black education futures. Equity & Excellence in Education, 53(3), 382-398.
 
Woodson, C. G. (1933). The mis-education of the Negro. Book Tree.
 
Sexton, J. (2012). Ante-anti-blackness: Afterthoughts. Lateral, (ateral 1).
 
Yancy, G. (2008). Black bodies, White gazes: The continuing significance of race.
Lanham, MD: Rowman & Littlefield.




For More Information, contact:
CRSEA Executive Board