“Can't Tell Me Nothing”: Symbolic Violence, Education, and Kanye West

Richardson, Chris

doi:10.1080/03007766.2011.539831

Cited by 11 publications

(5 citation statements)

References 12 publications

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“…Kayne West's College Dropout (2004) particularly exemplifies ideas about the conformist limitations of higher education (Au, 2005;Richardson, 2011).…”

Section: Media and Artifactsmentioning

confidence: 98%

Representing “U”: Popular Culture, Media, and Higher Education

Reynolds¹

2014

ASHE Higher Education Report

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“…Kayne West's College Dropout (2004) particularly exemplifies ideas about the conformist limitations of higher education (Au, 2005;Richardson, 2011).…”

Section: Media and Artifactsmentioning

confidence: 98%

Representing “U”: Popular Culture, Media, and Higher Education

Reynolds¹

2014

ASHE Higher Education Report

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“…Each of the participants offer scathing critiques of their institutions through their experiences as Black men on campus. However, rather than naming specific persons or entities that have c/ overtly impeded their academic progress or symbolic violence (Richardson, 2011), the participants use their lyrics to create a ubiquitous they. That is, what I describe as, a composite character whose habits and dispositions reflect that of white supremacy and internalized racism.…”

Section: Navigating the New Trapmentioning

confidence: 99%

“I’ma put the lil homies on next”: mixtape methodology and mapping Black men’s college experiences

Livingston

2024

Front. Educ.

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In recent years, many studies have attempted to explore the experiences of historically marginalized populations within higher education; especially Black men. While most studies expand the discourse about the Black male experience in higher education, few incorporate arts-based methodologies that uniquely speak to the cultural sensibilities of Black men. This study remixes traditional qualitative methodologies through an arts-informed, hip-hop pedagogical perspective by inviting participants to write and record original music in response to a prompt related to an original research question: What does the creation of a Hip-Hop mixtape by Black, male, college-educated emcees, reveal about Black men’s experiences in higher education? Together, this curated collection of songs formed a mixtape, which was made available across multiple streaming platforms, and introducing the counternarratives of Black male hip-hop collegians to audiences beyond the academy. The resulting mixtape offers practical implications for revolutionizing the way educators’ may center cultural knowledge as means of collecting data that captures the nuance of marginalized students’ experiences within (and beyond) the context of school.

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“…Of all the theoretical concepts of Bourdieu, symbolic violence is the one most likely to be associated with contemporary discussions of race. Research has looked at how conversations people of color are subjected to, notably in educational spaces, might evoke symbolic violence (Dlamini et al, 2018;Richardson 2011). Additionally, the language and images in media that people of color might encounter have been interpreted, by research, as a form of symbolic violence (Caputo-Levine, 2018;DeCook, 2018;Ibrahim, 2011).…”

Section: Practice Theory and Symbolic Violencementioning

confidence: 99%

“…During the circumstance known as #Gamergate, question to which women were sidelined, dismissed, and actively harassed came to the forefront (Chess & Shaw, 2015; Ferguson & Glasgow, 2021). The negative experiences of women have led researchers to be more sensitive to the experiences of other marginalized gamers, such as African Americans and sexual minorities (Leonard, 2006; Shaw, 2012). Research has suggested the notion that most gaming subcultures harbor a bias toward Western, White heterosexual men (Chan & Gray, 2020; Ortiz, 2019).…”

Section: Gaming and Inequalitymentioning

confidence: 99%

Symbolic Violence in the Language of Game Descriptions of Blackness: The Case of Pathfinder

Dashiell

2023

Games and Culture

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The present article analyzes the impact of discourses surrounding Black ethnicities in tabletop role playing games. I use discursive thematic analysis to examine the descriptions of individuals represented as Black in the Pathfinder game setting, a game system related to Dungeons & Dragons. I critically analyze descriptions in the game materials that discuss in-game Black ethnicities. I demonstrate how the discourse represents a symbolic violence surrounding blackness. While the descriptions provide imagery and word use to highlight the positive aspects of the characters, the overemphasis signals stereotypes of a conceptual “other.” These characters then become examples of “good Blacks” that differ from “bad” individuals. The positive imagery provokes a stereotype threat, and a need to uphold this “good Black” mentality, lest one becomes the Other. While thinking of race and ethnicity in tabletop gaming continues to evolve, even advancements fall into tropes which reinforce symbolic violence.

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“Can't Tell Me Nothing”: Symbolic Violence, Education, and Kanye West

Cited by 11 publications

References 12 publications

Representing “U”: Popular Culture, Media, and Higher Education

Representing “U”: Popular Culture, Media, and Higher Education

“I’ma put the lil homies on next”: mixtape methodology and mapping Black men’s college experiences

Symbolic Violence in the Language of Game Descriptions of Blackness: The Case of Pathfinder

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