In this conceptual article, I examine the turn of justice-oriented research and teaching from transformative to traumatic and its relationship to antiblackness. I consider the affordances and limits of research and teaching that makes antiblackness visible while simultaneously citing potentially traumatizing portraits of Black suffering. Drawing from critical multicultural education and social justice scholarship, alongside Black intellectual thought in literary studies, visual studies, Eastern philosophy, and participatory and ethnographic research, I ask whether and how researchers should engage justice-informed research and teaching. I offer insights to consider when seeking either to capture antiblack injustice or to share it as curriculum.

在这篇概念性文章中，我考察了以正义为导向的研究和教学从变革性到创伤性的转变及其与反黑人的关系。我考虑了使反黑人可见的研究和教学的启示和局限性，同时引用了可能造成创伤的黑人痛苦肖像。借鉴批判性多元文化教育和社会正义奖学金，以及文学研究、视觉研究、东方哲学、参与性和民族志研究中的黑人知识分子思想，我询问研究人员是否以及如何从事以正义为导向的研究和教学。我提供了在寻求捕捉反黑人不公正或将其作为课程分享时要考虑的见解。