Towards a Critical Pedagogy of Becoming
Chapter 5. Teaching Ferguson, Teaching Capital: Slavery and the “Terrorist Energy” of Capital
Higher Education and Racialization
TEACHING FERGUSON, TEACHING CAPITAL: SLAVERY AND THE “TERRORIST ENERGY” OF CAPITAL
A critical pedagogy of becoming harnesses the present moment, looks to history to grasp the forces determining the present, and links it with social struggles in an effort to push the configuration of the present beyond its breaking point. In this chapter, we give an example of such a process by turning to the recent nonindictments of killer cops Darren Wilson and Daniel Pantaleo. As a result of these developments—and the generalized state violence against people of color—critical educators across the U.S. and the globe are bringing the pressing topics of police brutality, state violence, and people’s resistance movements into the classroom. In this chapter, we contribute to these efforts by arguing that the deadly and unpunished police violence against African Americans requires not only an awareness of slavery but an analysis of the relationship between capitalism and slavery and the subsequent subsumption of racism and white supremacy within capitalism. We use the name Ferguson in the chapter as a symbol of the daily occurrence of police violence that dates back to at least the end of the Civil War and the terrorist policing of newly “freed” slaves.
In this chapter, we more explicitly connect our critical pedagogy of becoming to street-based movements. The purpose of this analysis is to contribute to the anticapitalist undertones that exist within the current movement against ← 117 | 118 → police brutality. These new street movements...
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