Abstract

This paper theorises empirical findings from a school in the north of England in order to contribute to theoretical understandings of racial microaggressions, particularly micro-assaults. In so doing, the paper argues that during the teaching of Black History, micro-assaults were articulated as racist humour and stereotyping, to increase tolerance for disparaging Black people and for justifying their unequal treatment. White teachers and their students were complicit in engaging in anti-Black racist humour and stereotyping, but from a Critical Race perspective, the paper argues that Black students’ participation is best understood as a coping mechanism for reducing Racial Battle Fatigue (RBF) as a consequence of Mundane Extreme Environmental Stress (MEES).

摘要

本文对来自英格兰北部一所学校的经验发现进行理论化，以有助于对种族微侵略（特别是微观攻击）的理论理解。这样做，本文认为，在“黑人历史”的教学过程中，微攻击被表达为种族主义的幽默和陈规定型观念，以增加容忍贬低黑人并为他们不平等待遇辩护的理由。白人教师及其学生参与了反黑人种族主义幽默和陈规定型观念的同谋活动，但从“关键种族”的角度来看，该论文认为，黑人学生的参与最好被理解为一种减少种族战斗疲劳（RBF）的应对机制。极端环境压力（MEES）的后果。