Cheryl Matias - Academia.edu (original) (raw)

Educational Studies, 2021

In this special issue, we continue a dialogue on educating hope, radicalizing imagination, and po... more In this special issue, we continue a dialogue on educating hope, radicalizing imagination, and politicizing possibility. The articles selected for this special issue, both conceptual and empirical, challenge traditional ways of engaging in and interpreting research, and affirm the significance of educational inquiry as a form of liberatory or radical democratic practice. They illuminate creative strategies for us to research and write to resist and fight for human dignity and social justice (e.g., Bae-Dimitriadis, 2017, 2020; Baszle, Edwards, & Guillory, 2016; Bell, 1992; Coates, 2008, 2015; Delgado & Stefancic, 1997; Fine, 2018; He, Ross, & Seay, 2015; Hill, 2009, 2016; hooks, 1994; Matias, 2016, 2020; Nettles, 2012; Ngo, 2010; Rodriguez, 2020; Sharma, 2013, 2016; Sol orzano & Yosso, 2002, 2009; Tatum, 2009, 2013; Tuck, 2012; Urrieta, 2010; Urrieta & Noblit, 2018; Valenzuela, 1999; Walker, 1983/1967). These articles help counter authoritarian and dominant narratives about minoritized populations and communities and transgress orthodoxies, bureaucratic and hierarchical procedures embedded in research practices (e.g., Archibald, 2008; Archibald, Xiiem, Lee-Morgan, & De Santolo, 2019; Bae-Dimitriadis, 2020; Chilisa, 2012; Delgado & & others, 1989; Dillard, 2000, 2012; hooks, 1994; Ladson-Billings & Tate, 2006; Love, 2019; Lynn & Dixson, 2013; Maparyan, 2012; Morrison, 1993; Oliveira & Wright, 2016; Paris & Winn, 2014; Parker, Deyhle, & Villenas, 1999; Phillips, 2006; Sandoval, 2000; Tate, 2008, 2012; Tuck, 2009; Tuhiwai Smith, 1999/2012; Tuhiwai Smith, Tuck, & Yang, 2018; Twine & Warren, 2000; Tyson, 1998; Walker, 1997; Wilson, 2008). First, in “A Radical Doctrine: Abolitionist Education in Hard Times,” Damaris C. Dunn, Alex Chisholm, Elizabeth Spaulding, and Bettina L. Love remind us that 2020 was “a year of sorrow, infection, greed, violence, loss, devastation, protest, resistance, and death,” which can be traced to “a long history of anti-Blackness, racism, white supremacy, violence, and capitalism” in the United States. The authors argue that “there is no need to (re)imagine or reform schools; instead, we need to abolish schools with a radical doctrine”—a set of principles based on “radical joy, radical trust, radical imagination, and radical disruption.” Sabrina N. Ross, in her article, “Matters of Life and Love: Some Preliminary Mappings of Womanist Pedagogical Futures,” explores “revolutionary possibilities” that