“Should We Carry our Passports With Us?”: Resisting Violence Against href='/cdn-cgi/l/email-protection' class='__cf_email__' data-cfemail='b7fbd6c3ded9f7c4'>[email protected] in Light of Political Rhetoric

摘要

The purpose of this article was to argue that educators teach students about the emotions that drive racialized violence by focusing on political rhetoric that locates Latin@s as outside of the Boundaries of national belonging and concern. Although Trump's anti-Latin@ political rhetoric is not new, and although emotions driving racialized violence is not a recent phenomenon (Del-dago, 2009), teachers concerned with creating a more just and inclusive society should help all youth learn to think more expansively about violence and racial harassment, as well as their impact both in an out of schools. By drawing from news media reports and embedding authentic learning activities into the classroom, students will be provided with opportunities to confront the passions that limit empathy, concern, and equal value for all human life. The issue of supporting students' exploration of the emotions that drive racialized violence is no easy task. Such explorations can present challenges for both teachers and students, demanding levels of critical engagement and analysis that move beyond teaching and learning as neutral activities. Even so, this article calls for teachers who dare to hold new visions for classrooms where students look beyond divisive political rhetoric that draws wedges between "our" and "their" communities, and are moved to engage in action that brings to life the promises of equality and freedom for all.