Educational research should pinpoint anti-Black aggressions to build better policy, scholar writes

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Educational research should pinpoint anti-****** aggressions to build better policy, scholar writes

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Educational research has long lumped all people of ****** together when examining microaggressions perpetrated against them. A University of Kansas scholar has published an article that argues educational research should instead study anti-****** aggressions as scholars originally intended and use the approach to build more equitable policy at the individual and institutional levels.

In 1974, Harvard psychiatrist Chester Pierce coined the term “microaggressions” to examine how ******** Americans experienced subtle and everyday acts of discrimination. Several decades later, the term “******* microaggressions” became the more common term for how all people of ****** experienced such matters.

Dorothy Hines, associate professor of curriculum & teaching and associate professor of ******** & ********-********* studies at KU, argues in a new article that researchers should instead focus on anti-****** aggressions, as it is both true to Pierce’s original intent and does not dilute the very different experiences people of ****** have in their education.

Published in Teachers College Record: The Voice of Scholarship in Education, the

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proposes examining anti-****** aggressions on three levels: micro, institutional and macro.

The micro level includes experiences individuals commonly experience, such as a ****** student being told they are inherently incapable of learning, which comes from societal beliefs about race and culture.

Institutional-level aggressions include policies and programs based on racism, such as school discipline policies that routinely result in disproportionate action taken against ****** students. Macro-level aggressions include ideologies and beliefs that result in policies such as state-level bans on teaching ****** history.

In arguing for studying anti-****** aggressions instead of ******* microaggressions against all people of ******, Hines said the approach is truer to the original idea of microaggressions and more fully delves into the experiences different groups have.

“We cannot dilute the unique experiences ******** Americans have had. The article discusses what happens when we take an idea and expand it beyond what was originally intended,” Hines said. “What was at the heart of what Dr. Pierce was trying to get at? What it means to be ****** in America is different than what it means to be ****** in France, which is different than what it means to be Latino in America.”

Hines further wrote that including all ******* microaggressions in one research frame moves away from the history of the theory and changes how and why researchers examine such questions. She, therefore, calls for a ****** epistemological future in educational research.

Scholar Patricia Hill Collins described epistemology as “the way in which power relations shape who is believed and why.” To that end, research centered on ****** epistemology would more adequately understand the ****** experience in ********* education and better empower more just policies and approaches on all levels, according to Hines.

“Overall, I argue it’s not just thinking about ******* microaggressions. We need to look at how certain people experience things in education and in life every day, and we need to be intersectional,” Hines said. “We have a responsibility to do morally right things. For me, it’s having a welcoming experience for ****** students, staff, faculty and being supportive and doing research that addresses their lived experiences.”

That research would allow scholars to honor the original spirit of microaggression theory and ask more direct questions about the ****** experience in ********* education, Hines said.

“Like Pierce’s work on anti-****** aggressions, ****** epistemological futures are a call to researchers to see ******** Americans rather than disregard them in theory,” Hines wrote in the article’s conclusion. “Moreover, this model explores the impact of knowledge construction with the ****** body while reshaping the types of questions that are asked, avoided, and necessary to hearing the ******** ********* narrative, wherever it may be.”

More information:
Dorothy E. Hines, Toward ****** Epistemological Futures: Centering Antiblack Aggressions in Educational Research, Teachers College Record: The Voice of Scholarship in Education (2024).

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Educational research should pinpoint anti-****** aggressions to build better policy, scholar writes (2024, May 7)
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