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Veronica
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You told me, Sleep, I’ll wake you in the morning. I asked, What is morning? and you said, When everyone who fucked with me is dead.
“Building power through collective struggle means that when we band together in groups of people who share many things in common—not everything, but many things—and we decide we want to work toward something, the very process of doing that is the practice of making the world we want to live in. In building the relationships we need to topple an unjust world, we are also strengthening the muscles we need to care for one another; we are stitching together microcosms of the world that will replace the one we have.”
― Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism
― Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism
“you think about it, our easy reliance on carceral logics in schools is especially sad. After all, shouldn’t schools—allegedly places dedicated to learning, nurturing, and understanding child development—be the first place where it occurs to us to address problems through care, compassion, and gentle inquiry rather than through punishment and containment? To the contrary, Black and Native people have been criminalized—labeled “dangerous people”—in schooling spaces throughout history. Like a perpetual motion machine, this allows carceral logics to sustain themselves: school becomes the place where they are routinized and made acceptable beyond questioning at an early age, impressing upon both children and the adults charged with caring for them that this is the only way things can possibly work. That normalization is cast upon the rest of our society, which in turn fails to condemn everyday acts of punishment and disposal enacted against children because these acts are seen as inevitable necessities.”
― Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism
― Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism
“when I say “racism is a technology,” I mean that racism is something invented by humans that creates a hierarchical pattern that is then applied or enacted systematically in various contexts. Those patterns are not static; they are ever shifting, historically and geographically contingent. Categories are made, challenged, erased, and remade. Generally, those with the most power in a given society consciously and unconsciously build the walls of racial hierarchy in the places that suit them best in their time. In response, folks at the grass roots also shift and shape racial identity through reflection and resistance.”
― Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism
― Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism
“World-ending and world-making can occur, are occurring, have always occurred, simultaneously. Given that racial and ecological violence are interwoven and inextricable from one another, more now than ever, Black and Indigenous communities—who are globally positioned as “first to die” within the climate crisis—are also on the front lines of world-making practices that threaten to overthrow the current (death-making) order of things. Put otherwise, our communities, quite literally the post-apocalyptic survivors of world-endings already, are best positioned to imagine what this may be.[41]”
― Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism
― Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism
“[My school] feels like a prison, to tell you the truth. ’Cuz you have to stay in the classroom, use the bathroom when they tell us, eat lunch when they tell us, it’s like a jail…. That’s why kids act bad. They feel like they trapped in here.[20] Dewayne’s observation echoes a point made by Foucault in his classic Discipline and Punish: The Birth of the Prison, which you’ll remember from chapter 4. Through practices like those Dewayne describes, the human being becomes less a spirit animated by agency and more a “body as object and target of power,” a thing to be “manipulated, shaped, trained, which obeys [and] responds.”[21] In his everyday interactions in the building, Dewayne is reminded that his body is not his own. Necessary human functions like eating and using the bathroom can only be conducted with the approval and surveillance of those in a position of authority. Through these efforts, students are transformed into what Foucault calls “docile bodies”—bodies that can be “subjected, used, transformed, and improved” in ways that are endorsed by those in power. This process requires “uninterrupted, constant coercion, supervising the processes of the activity rather than its result”—think of students completing meaningless busywork where the quality of the outcome is of no consequence, only the fact that they are sitting still and doing it—“and is exercised according to a codification that partitions as closely as possible time, space, movement.”[22]”
― Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism
― Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism
Veronica’s 2025 Year in Books
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