Working through Resistance to Resistance in Anti‐racist Teacher Education

This paper grapples with the idea that challenging racism in teacher education opens the landscape of racial melancholia by psychoanalytically exploring the author's affective reaction to white teacher candidates’ resistance. Drawing on critical multicultural education classes at a university in a mid‐Western rural state in the US, the author, an Asian American teacher educator contends that she must negotiate the loss of idealised objects during critical race dialogues for her to better serve containing function in supporting teacher candidates’ encounters with race work. While the author cannot see what it is that has been lost, the powerful emotions that at times display aggressive impulses signal toward wounded subjectivity and her desire to hold onto intrinsically ambivalent lost objects. Following Freud's assertion that the unconscious desire can be mediated only through efforts to symbolise and Bion's assertion that the containing mind involves active process, the author attempts to investigate what racial melancholia may represent for herself as a teacher educator. In the final section, the author interprets the manifestations of racial melancholia as an effect of racialised society and concludes that while the conscious meaning cannot exceed the unconscious, by working through the state of racial melancholia, she is able to create new meanings for her affective responses and make better sense of teacher candidates’ resistance and their anxiety.     

Reading by Said's Lantern: Orientalism and Chaucer's Treatise on the Astrolabe

This paper takes Edward Said's foundational critique of Western discourses of knowledge about the "Orient" as a way of intervening in the tradition of reading Chaucer's only scientific text, The Treatise on the Astrolabe. I argue for recognizing the "colour" of Chaucer's originary text of "Messahala, an Arabic astronomer, by religion a Jew", and against naturalising the Treatise as an "unmarked white" text. My argument is that there are cultural and political values at stake in Chaucer's pedagogical text.