Abstract
ABSTRACT This article addresses the current racialized surveillance regime censoring Blackness and targeting educators in public education, known as “anti-woke.” Building on critical surveillance scholarship, I develop “ambivalent surveillance” to describe the technologies of social control that implicate subjects in both their complicity and resistance to disciplinary power. Examining media narratives about educators implicated and layering on a discussion of racialization and affect, I argue anti-woke legislation produces educators as ambivalent subjects who negotiate their critical values and job security while managing the white emotions of students, parents, and administrators. To conclude, I consider pedagogical possibilities for combatting anti-woke legislation.
Published Version
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