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How does Frank B. Wilderson define and understand anti-blackness? How can we use anti-blackness as a theory to better understand racial inequality in education according to our readings?

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Anti-blackness, according to Frank B. Wilderson, is a way of thinking and treating Black people who see them as throw-aways and not fully human. It is a type of racism that focuses specifically on Blackness and believes that Black lives and experiences are worth nothing-less than others. When we consider racial inequality in education using the concept of anti-blackness, we can see how schools play a role in undervaluing and marginalizing Black students. We can examine discrimination in policies, unfair disciplinary practices., and neglecting black history contributions. This helps us to see how these systems maintain racial disparities. Once we understand how the unfairness of the system contributes to racial inequality in education, we can work towards making education inclusive and fair for all students, no matter what race.

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Anti-Blackness can include violence, discrimination, dehumanization, police brutality, segregation, and mass incarceration. The term, “Anti” means against the Black/African American community. How can we use anti-blackness to better understand racial inequality and education inequality? Often, the New York City Public Schools system has metal detectors and police officers - the schools are in The Bronx, where Black/African American students are disproportionately impacted.

Metal detectors affect both Black/African American, Latinx, and special education students - I’ve noticed that special education students and Black/African American and Latinx students are more likely to go through them more than once. While I went to a NYC public school in The Bronx, I observed these things. According to “Confronting Gun Violence Means Confronting Our Legacy of White Male Sovereignty,” Pete Railand (2022) points out that U.S. schools have led to the criminalization of large numbers of disabled students and students of color (4). As a former student of the public school system with an IEP, I remember how school security would handle special education students. We had to go through the metal detector multiple times, while “general education” students only had to go through it once. This is what I call the brutal discrimination that special education students and black and brown students face.

In “Afropessimism and the Ruse of Analogy: Violence, Freedom Struggles, and The Death of Black Desire,” Frank B. Wilderson III,  the term “Afropessimism” was used. I believe that Wilderson’s ideas on anti-blackness influenced the term Afropessimism, but I am not entirely certain.

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According to Wilderson, anti-blackness is the basis of racial hierarchy, which sees Black people as the absolute limit and target of violence in society. He further emphasizes that racism and anti-blackness are deeply ingrained in institutions and systems and are not limited to isolated instances of racism. The systemic issue of anti-blackness has a profound impact on many areas of life, including education, perpetuating the subordination and marginalization of Black people by denying them their humanity.

Wilderson's idea of anti-blackness provides a hypothesis framework for educators to investigate how racial inequality affects Black communities and children in the educational system. It highlights how anti-black sentiment affects educational institutions, policies, and practices, leading to disparities in resources, opportunities, and outcomes for Black students. By examining how educational systems perpetuate and uphold racial hierarchies and practices of exclusion, students and educators can use this structured to shed light on how African American children are disproportionately disciplined, placed in lower-level courses, deprived of access to high-quality materials and curriculum, and mistreated by peers and teachers.

It calls for innovative strategies that prioritize Black students' needs and experiences, challenge the assumptions underlying anti-black sentiment, and work towards creating inclusive and equitable learning environments. It is important to note that although Wilderson's theories have significantly advanced critical race theory, they have also generated discussion and criticism in academic circles. Therefore, engaging with various perspectives and expertise is crucial when analyzing anti-Blackness and racial inequality in education.

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Luis Mendez

Professor Lyons

SOC 335/Spring 24

Padlet 10/Anti Blackness

Frank B Wilderson defines anti-blackness as something that needs to be cured or like in the reading “too black” as a bad or negative stigma in society or to the racist white man! This sort of mindset and self reflection of an individual with dark skin breaks my heart and is not healthy at all. All the discrimination and trauma black or African Americans have experienced is horrible and just disgusting. For an individual to consider themselves as too black as a negative label is just wicked! A question I have is if black is bad what makes White good or preferably the better color skin for people to have in society?

Why is White right and Black wrong, who is the judge of this discrimination because it still goes on in courtrooms today. For example when a Black man is charged for a crime regarding any weapon, specifically a gun he’s viewed as an angry dangerous man to society, but when a White man enters a church and kills church members he’s viewed as mentally challenged or an ill person who needs help! Why is society accepting these differentiation and discrimination between ‘God’s creation? The Bible states how human beings were the last thing God created and he created us in his image, also calling us his masterpiece! If we’re his masterpiece let’s act more like it, and live in equality, love, and unity! The reading also states too black for care! Like if being Black African American or having a darker color skin makes you less than human or important!

Frank speaks of ontology as something that exists or is said to exist but divides it according to their differences and similarities. In addition, how violence is necessary to initiate and sustain the ontological capacity of constructed categories, viewing men and women as forces of nature rather than human beings. Wilderson contends that Blacks are not humans, are not political subjects, and as such, will never be afforded full human nor political rights. He argues that anti-Blackness is embedded in the fabric of America and voting is a way Blacks choose between oppressors. He came to these conclusions through a series of traumatic events that he experienced from childhood to adulthood.

When he reached this realization and became an afro-pessimism, he literally had a nervous breakdown.  Afro-Pessimism is a metatheory that dismisses other theories' attempt to tie Black suffering to the suffering of other oppressed peoples of the world. Frank discusses that for Blacks, slavery is ontological, an inseparable element of their being. From the beginning of the European slave trade until now. We can see the relation in this to tragic events or incidents that still go on today. For example how the government keeps poorer populations minorities to be more specific, in section 8 neighborhoods or project buildings.

Allowing them to stay there with cheap rent prices keeping them comfortable while not allowing them to move up in class or better their financial stability or status! It’s a constructed system to help the White population and oppress the colored communities or should we call it the way they do, oppress the “Blacks”! Frank also states in the reading how humans are positioned and oppressed by exploitation, alienation, but on the contrary Black individuals are positioned and oppressed by fungibility and accumulation. Black people are the things that belong to humans. That in that way all humans are masters in relation to Blacks, and all Blacks are slaves in relation to humans. This statement is disgusting, repellent, and just unsettling to hear! This is biased, prejudiced, or discriminating to even state!  Why is it right to oppress people of color and why is the Black color related to slavery instead of the White man being related to  slavery? In the article Confronting Gun Violence Means Confronting Our Legacy Of “White Male Sovereignty”, we see the numbers of shootings, murders, and lack of protection, but protection from who is the right question? Why is the government not striving to do better and accommodate these serious issues because 51 school shootings are bazaar. Another detail to notice is most of these shooters are White males! Not dangerous angry Black men, like society likes to portray them to be!Why does the police get away with this sort of conduct? It's completely disgusting and offensive, why are only Black people targeted? Another question I have is: If so many of these White racist men are the ones committing the murders targeting Black people, why can't the government restrict the number of US gun owners, because 72 million is too much power given to the White community?While Black young men are harassed, judged, and labeled as dangerous,angry, potentially violent Black boys in a school environment. This can and does affect them as students in many ways, for example their grades, self esteem, create anxiety, health, and comfortability in schools! When these school shooters are the White students who are overlooked and viewed as good scholars who can do no harm! How can America fix White male shooters from continuing to shoot up schools and kill students or teachers? What gun laws can they fix? How can we change this unjust ridiculous mindset of even the title of the article? Why is there even White Male Sovereignty? Who created this and what does it look like, was it the colonizers, and could the world and society we’re living in still have this way of thinking? Will it ever go away or be deconstructed, will we ever see a world united of full equality amongst all colors, cultures, and races?

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Frank B. Wilderson defines anti-blackness as black people vs humans. A world where no on understands them and they are being judged and discriminated against. He also says that sometimes violence is needed in order to make a difference in society.

We can use anti-blackness as a theory to better understand racial inequality in education by understanding how they are seemed as less and not worthy. When you think about racial inequality and how it affects them it affects them on a great level. It affects their eagerness to learn, to speak on their opinions, confidence and future opportunities. This institution shape black students into what their opportunities and access can look like in the future. Either opening or shutting doors.

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Frank B. Wilderson, an acclaimed writer, scholar, and activist, defines anti-blackness as a pervasive and systemic social phenomenon that manifests itself in individuals' and institutions' beliefs, attitudes, actions, practices, and behaviors. Anti-blackness is rooted in the devaluation, marginalization, and exclusion of Black people who visibly belong to the African descent. This devaluation stems from the deeply ingrained idea that blackness is inferior to whiteness and that proximity to whiteness is the ideal standard of beauty, intelligence, and morality. Thus, anti-blackness is closely related to colorism and anti-darkness, as it perpetuates the idea that those who are lighter-skinned or closer to whiteness are more valuable than those who are darker-skinned or visibly black.

Wilderson argues that anti-blackness is not simply a matter of personal prejudices or individual acts of discrimination but rather a complex and structural issue that is deeply embedded in the fabric of society. Anti-blackness operates at various levels, from individual attitudes and behaviors to institutional policies and practices, and it has a profound impact on the lives of Black people. It is the primary way in which society has historically sought to dismantle and subjugate Black people, and it continues to shape the experiences and opportunities of Black people today.

The theory of antiblackness can provide us with a more comprehensive understanding of the root causes of racial inequality in education. It recognizes that a systemic structure has been created to work against Black people's success and true prosperity. By examining the school districts in impoverished areas predominantly inhabited by minorities, we can begin to comprehend why resources are not distributed equitably to schools in dire need. By gaining a deeper understanding of the barriers faced by students of color, we can take steps to make them aware of the challenges that lie ahead in the world. This awareness can help us develop more effective strategies to combat racial inequality and empower them to overcome the obstacles they may encounter.

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Frank B. Wilderson's description of anti-blackness reveals a deeply ingrained form of racism that exists within our society. This systemic racism positions Black individuals as perpetual outsiders, fundamentally excluded from the realm of humanity. It goes beyond mere prejudice or discrimination and underpins various forms of violence, oppression, and marginalization faced by Black people. By examining these issues through the lens of anti-blackness, we can gain a profound understanding of the structural barriers that hinder educational equity and opportunity for Black students.

In 2020, the World Economic Forum released a report that highlights the issue of racial discrimination faced by Black children in British schools. This report is consistent with Wilderson's idea of anti-blackness. The report shows that schools are biased against Black students, which can be a major barrier to their educational success. This reminds me of Wilderson's personal experiences, where he faced mental health issues and felt like he was "too Black for care." This is similar to what Black students have to face from their teachers who hold negative perceptions about them. It also aligns with Wilderson's description of the dehumanization of Black people in society. When teachers can't see beyond their students' skin color or other attributes, such as hair, they cannot provide them with an equitable education compared to their white counterparts because they lack a sense of humanity towards them. These biases contribute to the inequality that Black students face. By using the anti-blackness framework, we can better understand the root causes of the problem and how it is systemic.

Understanding how anti-blackness persists in our schools and impacts the quality of education for students of color is a critical issue that demands attention. It cannot be overlooked when striving for equal access to education. We cannot truly promote inclusivity without addressing anti-blackness head-on. It's insufficient to rely solely on seminars during professional development days for white teachers to understand cultural and racial sensitivities. Or to dismantle the way that the education system sees Black students or other students of color. While these efforts are important, they must be supplemented by more representation of teachers of color in classrooms and leadership positions.

Rather than offering a cookie-cutter conclusion, I'm opting to emphasize the crucial need to confront the pervasive influence of anti-blackness on education. By taking a deep dive into the complexities of racism within our schools, particularly its impact on Black individuals and other marginalized communities, we're compelled to recognize the urgency of dismantling systemic injustices. Let's move beyond superficial solutions and commit to a genuine overhaul of the education system

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Frank B. Wilderson defines and understands anti-blackness as something much more deep-rooted than racism. He looks at it as an aspect of the system. He sheds light on how Black people are treated as less and constantly face violence because of these issues. I mean til' this day Black people are still discriminated against. They get harsher punishments, they have unequal resources, in all aspects they get the short end of the stick and it's unfair. We can use anti-blackness as a theory to better understand racial inequality in education according to our readings by using sociological perspective and looking at the deep rooted issues behind why Black people are treated this way. For example, It's important to look at how the education system is set up, it's not just the students, or the schools, its the entire system that is bias. Overall, it's important we fight for change in these things consisting of rule changes, new laws etc. But, of course, we have to use the idea of anti-blackness to help us understand why racial inequality exists in the first place.

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Frank B. Wilderson defines anti-blackness as not seeing black people as humans. As if they were a different species compared to humans.

They're people too, but people just belittle them for the color of their skin. If a black person were to get on the elevator people either get off or move to the other side and grab onto their bags. I understand the fear but it shouldn't just be towards black people. Racial inequality happens to them as well as Hispanics. They aren't given enough resources to succeed and this is why so many are low income because they aren't given the same starting point as others.

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Frank B. Wilderson argues that antiblackness is not simply a matter of individual prejudice or bias, but rather a structural and historical phenomenon that is rooted in the transatlantic slave trade and the ongoing legacies of slavery and colonialism. According to Wilderson, antiblackness is characterized by a fundamental devaluation of black life, which is seen as inherently inferior to white life. Blacks are not given the same equal rights as Whites. Many label Blacks/African Americans to be aggressive, arguementative, rude, dismissive or violent but these things should not determine who someone is and instead should be used to understand why. Wilderson also argues that antiblackness is not limited to explicit racist beliefs or actions, but rather is embedded in the very language and concepts that we use to make sense of the world. He contends that antiblackness is present in everything from the way we talk about race and racism, to the way we think about work and labor, to the way we understand notions of freedom and democracy.

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Frank B. Wilderson defines anti-blackness as a structure within society that places blackness at the bottom of the racial hierarchy, rendering black people as perpetual objects of violence, exploitation, and dehumanization. According to Wilderson, anti-blackness is not merely a form of racism but a distinct system of oppression that operates beyond traditional notions of race-based discrimination, targeting blackness specifically for exclusion and subjugation. In applying anti-blackness to understanding racial inequality in education, we can analyze how educational systems perpetuate and reproduce anti-black violence and marginalization. This lens allows us to recognize how educational policies, practices, and curricula are structured to maintain the dominance of whiteness and uphold the racial hierarchy.

Examples of ways that anti- blackness appears in education is the erasure of black history, harsher disaplinary practices and lower funding in schools with majority black students. In summary by centering anti-blackness in our analysis of racial inequality in education, we can better grasp the interconnectedness of racism, capitalism, and colonialism, which intersect to perpetuate systemic oppression.

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Frank B. Wilderson defines anti blackness as a bad or negative a world where black people are one thing, and humans are another they are not the same.  Where every black person is always a slave and therefore, they should be buried beneath the world and stinking it up.

It is a type of racism that focuses on only the black lives and how worthless they are or how little they mean to the world.

We can see this system still now in education how some are seen as not a part of or separated by society for different reasons. One way to stop this is by us making a difference and coming into the education system and treating all equally.

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Frank B Wilderson defines and understands anti-blackness as a seed grown from the very hatred of this country. Engrained in every part of the systems put in place. These systems often pushing black people out or limiting access to things that are meant for all human beings. Understanding racial inequality in education through anti- blackness means we have to look at all the ways black people have been limited to the bare minimum when it comes to education and educational systems.

The very way educational institutions are designed put black students in a box. Black students are often met with explicit acts of racism, through polices and the curriculums that are being put in place. Black students are disproportionately given consequences for minor offenses, often criminalized in schools and given higher levels of punishments than their white peers. When learning about black history, black students are given a distorted view of events. Often misguiding black students into thinking they aren’t enough or leading to low self- worth or low self – esteem. Black students are often at a disadvantage due to lack of resources in school settings, decaying buildings and shortage of educators. Anti-Blackness has an extensive effect on Black students, often resulting in internalized racism and mental health issues, emphasizing the significance of recognizing the deep-rooted nature of it. Black students have to work 10 times as hard as their counter parts to achieve the same goals, because we are often unseen or overlooked.

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As defined by Frank B. Wilderson, anti-blackness is prejudice and having hostility against black people, as it is built into society's structure. In other words, black people are looked down upon and constantly face discrimination and violence in society because they are black.

To help us understand racial inequality in education, we can use anti-blackness because it shows us how schools are part of an unfair system. For instance, many black students have harsher punishments for the same behavior, compared to white students. Witnessing how anti-blackness affects education. We can work together to change the unfairness in the education system.

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Frank B. Wilderson defines anti-blackness as a deep-seated prejudice and hostility towards Black people, ingrained within society's structures and interactions. It's like a really strong dislike or hatred towards Black peoplethats rooted in history and present in everyday life. We can use this idea of anti-blackness to understand why racial inequality exists in education. it helps us see how Black students often face unfair treatment, like being disciplined more harshly or not getting the same opportunities as others. By recognizing and addressing anti-blackness, we can work towards making education more fair and equal for everyone.

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Frank B. Wilderson expresses anti-blackness through afro-pessimism. The effects of colonialism, racism, and enslavement continue to plague our black society to this day. Antiblackness can be defined as proletariat humans who hold no significance except how well we can be used in society. Our black children suffer in our public schools because of the way others are taught to see them. Teachers are even jeering our black children. Society helps our children to see themselves as less than others and are crippled to think of themselves as having limits. "Blackness is an ontological position; that is, as a grammar of suffering, the slave is not a laborer, but an anti-human..." Frank B. Wilderson (41). It's much deeper than racism. It is significantly rooted in our society, with what seems to be no escape from it. Discrimination is still a very lively thing in the black community and it is not something that you are born with it is something that you're taught.

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Frank B. Wilderson defines anti-blackness as a systemic and deeply ingrained form of racism that specifically targets black people, their bodies, and their humanity. it's a pervasive prejudice and discrimination against individuals of African descent solely because of their race.

Using anti-blackness as a theory can help us better understand racial inequality in education. Anti-blackness theory allows us to recognize that racial inequalities in education are not just individual prejudices but are deeply rooted in societal structures and systems that disadvantage black students. By understanding anti-blackness, we can acknowledge the historical legacy of slavery, segregation, and discrimination that continues to impact black communities today, including their access to quality education.

Not only that but, Anti-blackness theory helps us analyze power dynamics within educational institutions, such as how black students may face disproportionate disciplinary actions or lower academic expectations compared to their white peers.

Overall, using anti-blackness as a framework allows us to confront the systemic nature of racial injustice in education and work towards creating more equitable learning environments for all students.

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Frank B. Wilderson defines anti-blackness as a deeply ingrained societal condition that positions Black people as fundamentally outside the realm of humanity and full personhood. In his work, Wilderson describes anti-blackness as more than just individual racism; it is a structural and systemic form of violence that denies Black individuals basic rights and dignity. This framework suggests that anti-blackness is a foundational element of societal structures that perpetuate racial hierarchies and inequalities.

Applying anti-blackness as a theory to understand racial inequality in education reveals how systemic racism impacts Black students differently than others. For instance, educational disparities, like lower funding for schools in predominantly Black neighborhoods or biased disciplinary practices, reflect the broader societal disregard for Black students' needs and rights. By using anti-blackness as a lens, we can better identify and address these deep-rooted injustices, pushing for educational reforms that challenge the structures sustaining racial inequalities and work towards a more equitable system.

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Frank B. Wilderson oncept of anti-Blackness, it's important to recognize that he views it as a fundamental form of oppression that profoundly affects Black people in society. This idea helps us understand racial inequality in education by highlighting how anti-Blackness manifests in various ways within schools. For instance, many curriculums often overlook Black history and contributions, leading to feelings of alienation among Black students. Additionally, disciplinary practices tend to target Black students, contributing to the school-to-prison pipeline. Schools in predominantly Black neighborhoods frequently receive less funding, resulting in inadequate resources and opportunities. Furthermore, bias can lead educators to have lower expectations for Black students, limiting their access to advanced classes. By applying this framework, we can better grasp the systemic barriers Black students face in education and work towards creating a more equitable learning environment for all.