Harvard Educational Review
  1. Summer 2011 Issue »

    Who Dat Say (We) “Too Depraved to Be Saved”?

    Remembering Katrina/Haiti (and Beyond): Critical Studyin’ for Human Freedom

    Joyce King
    In this essay, Joyce King attempts to interrupt the calculus of human (un)worthiness and to repair the collective cultural amnesia that are legacies of slavery and that make it easy—hegemonically and dysconsciously—for the public to accept myths and media reports, such as those about the depravity of survivors of Hurricane Katrina in New Orleans and the earthquake in Haiti. King uses examples of Black Studies scholarship within a critical studyin’ framework to recover and remember the historical roots of resistance and revolution and the African cultural heritage that New Orleans and Haiti have in common. Within this framework, teachers, students, and parents can combat ideologically biased knowledge, disparaging discourses of Blackness, and dehumanizing disaster narratives.

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    Joyce King holds the Benjamin E. Mays Endowed Chair at Georgia State University, where she is also a professor of educational policy studies. Her publications address the role of cultural knowledge in effective teaching and teacher preparation, Black teachers’ emancipatory pedagogy, Black Studies epistemology and curriculum theorizing, community-mediated research, and dysconscious racism, the term she coined. Her publications include four books—Black Mothers to Sons: Juxtaposing African American Literature with Social Practice (1990/1995), Teaching Diverse Populations (1994), Preparing Teachers for Diversity (1997), and Black Education: A Transformative Research and Action Agenda for the New Century (2005)—and numerous articles and book chapters.
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    Summer 2011 Issue


    Symposium: Unraveling the Double Bind
    Women of Color in STEM
    Editors of the Harvard Educational Review
    The Double Bind
    The Next Generation
    Lindsey E. Malcom and Shirley M. Malcom
    Inside the Double Bind
    A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics
    Maria Ong, Carol Wright, Lorelle L. Espinosa, and Gary Orfield
    Pipelines and Pathways
    Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence
    Lorelle L. Espinosa
    Unique Challenges for Women of Color in STEM Transferring from Community Colleges to Universities
    Marie-Elena Reyes
    Symposium: Learning After Disaster
    Voices from Haiti and New Orleans
    Editors of the Harvard Educational Review
    Rebuilding a Country, Cultivating Local Capacity
    Interview with Fabienne Doucet and Louis Herns Marcelin
    Raygine DiAquoi
    Diasporic Lakou
    A Haitian Academic Explores Her Path to Haiti Pre- and Post-Earthquake
    Charlene Désir
    Race, Charter Schools, and Conscious Capitalism
    On the Spatial Politics of Whiteness as Property (and the Unconscionable Assault on Black New Orleans)
    Kristen L. Buras
    “There Is a Lot That I Want to Do”
    Reflections on the Relief Efforts in Haiti
    Raygine DiAquoi
    Who Dat Say (We) “Too Depraved to Be Saved”?
    Remembering Katrina/Haiti (and Beyond): Critical Studyin’ for Human Freedom
    Joyce King

    Book Notes

    Storytelling for Social Justice
    by Lee Anne Bell

    Quality Education as a Constitutional Right
    edited by Theresa Perry, Robert P. Moses, Joan T. Wynne, Ernesto Cortés Jr., and Lisa Delpit

    Black Youth Rising
    by Shawn A. Ginwright