Black Bodies in Schools: Dewey’s Democratic Provision for Participation Confronts the Challenges of ‘Fundamental Plunder’

Abstract

In this chapter, we read Ta-Nehisi Coates’ Between the World and Me (2015) against Dewey’s Democracy and Education (1916) to glean insight into how Deweyan transactionalism can help theorize greater democratic participation for the corporeally disenfranchised, that is, those persons who experience sociocultural and/or political marginalization due to the racialized status of their bodies. We argue that transactionalism carries promise to help interrupt current, systemic practice that negatively reifies Black bodies and reasserts Black bodies as central, full participants in democratic action. An analysis of transactionalism as interpreted from Democracy and Education and other Deweyan writings is followed by an analysis of Coates’ memoir, Between the World and Me, focusing on his experiential understanding of how Black bodies exist in educational institutions. We conclude the chapter with possibilities for an embodied ideal of democracy, and some educational practices that can follow from it.

Citation

Henry, S.E. and Abowitz, K.K. (2018), "Black Bodies in Schools: Dewey’s Democratic Provision for Participation Confronts the Challenges of ‘Fundamental Plunder’", Heilbronn, R., Doddington, C. and Higham, R. (Ed.) Dewey and Education in the 21st Century, Emerald Publishing Limited, Leeds, pp. 101-117. https://doi.org/10.1108/978-1-78743-625-120181012