Racial Violence in the United States

Abstract

Since the “discovery” of the so-called New World, The U.S. has carried a history of a violent past. It is a past in which genocide toward Native Americans and enslavement of Black Americans are uncomfortable truths in the annals of history. The racial legacy of such a violent past has its roots in the ideology of White supremacy. This is an ideology in which racialized “others” are cast as subordinate and inferior to persons socially constructed as “White.” It is not just a designation of ideology but can inform discriminatory practices toward communities of color, with even fatal outcomes for this population. Subsequently, racial violence has become an empirical fact of the U.S. social reality. The U.S. legacy of racial violence continues to proliferate in the 21st century, albeit in different forms than genocide and slavery. African American, Latino(a)(x), Jewish, Asian/Pacific Islander, and the LGBTQIA+ communities have been subject to targeted acts of racial violence. In addition, women have been the victims of gender violence. The event that signified White America’s animus toward communities of color came to a crescendo happened when White nationalists went to war against democracy through a violent insurrection on Capitol Hill, January 6, 2021. The documented mass murders toward many of the aforementioned groups and the insurrection on Capitol Hill belie and challenge the notion and ideal of progress toward a “color-blind” society. The resurgence of racial violence since the 2010s has been coupled with many legislators of the nation-state rejecting all forms of anti-racist pedagogy, particularly in K–12 schools. This political movement to cancel discussions of race and racism in schools began with the Trump administration’s executive order to eliminate critical race theory in all areas of the workplace before he left office. While the executive order was rescinded by the Biden administration, several states have passed laws, rejecting any form of anti-racist pedagogy in K–12 schools. Proponents of the rejection of critical race theory argue that groups cannot be marked or stigmatized as morally incompetent or superior to other groups. In addition, they assert that no group should feel discomfort because of their history and that groups should not be discriminated against because of their race. Furthermore, proponents insist education should not be taught in an ideological or political manner. Critics offer that political efforts by far-right ideologues to reject anti-racist pedagogy can hinder students’ understanding of race, violence, and inequality. They also argue that these efforts are unethical, as they silence a critical education, in which students can read of the world of violence as a means to critique issues of racism, discrimination, and inequitable treatment toward communities of color. Debating, critiquing, and responding to racial violence in U.S. society are critical to the maintenance and preservation of democracy. Advocates for social justice education argue that the political is pedagogical, that racial violence toward communities of color requires an ethical and moral interrogation of our values as educators. Therefore, critics of those who decenter anti-racist pedagogy in a culture of racial violence suggest that their claims to a neutral education rest on unethical terms for social justice.