Abstract

Curriculum studies, like nearly all education scholarship, are predicated on Black suffering and death. Inspired by Christina Sharpe’s treatise In the Wake: On Blackness and Being, we will engage with the difficult questions of what it means to be curriculum theorists inculcated into whiteness and settlement. Pivoting Cheryl Harris’s renowned assertion that whiteness is property, we consider that whiteness may instead possess us. We draw upon Black and Indigenous brilliance to call for the death of whiteness, proposing that this act is necessary and the only way scholars and educators inscribed in whiteness can possibly imagine playing any positive role in liberation struggles. People are dying, and we either continue being part of the systems that delight in killing, or we take seriously the reordering of our own Being. We do so while being answerable to and in relation with Black studies. To initiate this ontological destruction, we write from the position of the s + cyborg in order to dissociate ourselves from our embodied whiteness. We invite white readers to join us as ghosts in the machine that short-circuit the currents of the wake. To this end, we provoke readers with a prescriptive curriculum towards killing whiteness. While whiteness is under destruction, we call for a turn towards speculative imaginings and futurisms that could envision a curriculum, a way of Being after whiteness.

摘要

课程研究，就像几乎所有的教育奖学金一样，都以黑人的苦难和死亡为前提。灵感来自 Christina Sharpe 的论文In the Wake: On Blackness and Being，我们将探讨作为课程理论家被灌输到白人和定居点意味着什么的难题。以谢丽尔哈里斯著名的白度是财产的断言为中心，我们认为白度可能会拥有我们。我们利用黑人和土著的光辉呼吁白人的死亡，提出这一行动是必要的，也是铭刻在白人身上的学者和教育家们可以想象在解放斗争中发挥积极作用的唯一方式。人们正在死去，我们要么继续成为以杀戮为乐的系统的一部分，要么我们认真对待我们自己存在的重新排序。我们这样做的同时对黑人研究负责并与之相关。为了启动这种本体论破坏，我们从 s + cyborg 的位置写作，以便将自己与我们所体现的白人分离。我们邀请白人读者加入我们，作为机器中的幽灵，使尾流电流短路。为此，我们向读者提供了关于杀死白人的规定性课程。当白人正在被摧毁时，我们呼吁转向可以设想课程的投机想象和未来主义，一种追求白人的存在方式。