This book examines how schoolingthe restrictive, oppressive, and disciplinary force in much U.S. educationis protean and has agency to change in response to challenges through a posthumanist lens to better understand the intra-actions between humans, nonhumans, and discourses.
Utilising participant observations, interviews, cognitive maps, diffraction, and theory, it argues that traditional humanistic approaches to oppression in U.S. education are inadequate to understanding the ongoing power of schooling. Against these paradigms, the book lays out an agential realist view of schooling and argues in favour of examining schooling itself as an agent, sustained and bolstered by a wide range of other agents acting in and around schoolsfrom clipboards and handouts to adultism and racism. This approach offers a new perspective on how oppressive forces like racism, sexism, and adultism adapt and continue to operate in spaces deliberately designed to oppose them, including Ethnic Studies programs and YPAR projects. At the same time, the book rejects totalizing arguments about schoolings hegemony and shows how a wider recognition of nonhuman agency can help us not only understand, but also work to resist such oppressions.
It will appeal to scholars, faculty, and upper-level students with interests in critical youth studies, educational equity, Ethnic Studies, youth participatory action research, and posthumanism.
This book examines how schoolingthe restrictive, oppressive, and disciplinary force in much U.S. educationis protean and has agency to change in response to challenges through a posthumanist lens to better understand the intra-actions between humans, nonhumans, and discourses.
