Abstract

Through the conception of Black desire, a Black-specific rendering of Eve Tuck’s researching for desire, I argue that educational research lacking critiques of antiblackness can cultivate damage-centered narratives that misguidedly identify brokenness in Black youth, rather than brokenness in society. Drawing from a yearlong critical race ethnography, rooted in BlackCrit, I demonstrate how four Black high school students’ critical engagements with literacy reveal the ways antiblackness operationalizes in their lives and how they compose counter structures to this oppressive regime. Through critical literacy artifacts and interview data, I analyze the utility of centering a critique of antiblackness in researching for Black desire as revealed through the voices of the Black youth. Through the findings, I contend that Black students asserting ownership over their reality demonstrates the ways Black desire, through a pointed critique of antiblackness, can function as a tool for critical race educational praxis.

摘要

通过黑人欲望的概念，即伊芙·塔克对欲望研究的黑人特有的诠释，我认为，缺乏对反黑人批判的教育研究可能会培养以伤害为中心的叙事，误导性地识别黑人青年的破碎，而不是社会的破碎。我借鉴了植根于 BlackCrit 的长达一年的批判性种族民族志，展示了四名黑人高中生对读写能力的批判性参与如何揭示了反黑人在他们生活中的运作方式，以及他们如何构建对抗这一压迫政权的结构。通过批判性的读写文物和访谈数据，我分析了将反黑人批评集中在研究黑人青年的声音所揭示的黑人欲望中的效用。通过调查结果，