Chapter 3: Research as an Epistemological Architect Of Marginalizing Power In The Intellectual Enterprise

Five years ago I casually browsed a catalog that arrived in my campus mailbox from a well-known academic publisher. The centerfold of the catalog was a splashy layout announcing and featuring new titles available for course adoptions. I noticed that the centerfold advertised approximately a dozen books that featured recent research on racial, ethnic, linguistic or cultural minority groups (e.g., Mexicans, African Americans, Puerto Ricans, and American Indians). I became excited to see what I thought was a feature on authentic voices from the margins of U.S. society and also mostly from its marginalizing contextual equivalent, urban schools. Soon, however, I further observed that all of the researchers were White, including a colleague in my department. I was startled by what I perceived to be a centerfold that promoted and celebrated research that others. The centerfold seemed to have an invisible header or billboard that flashed “The center speaks for the margin.” I went to my colleague and asked if she was disappointed to be included in the proud display of White scholars enacting privileged forms of knowing, representing, and controlling the identities and representation of marginalized, minority groups. She seemed simultaneously annoyed by and dismissive of my question and asked me “Are you saying that White scholars do not have the right to study other groups. Don’t I have the right to study anyone I want?” I stated possibly, but do you have a concern about the image that this centerfold produces and that you are included in it. She stated, “No.” I asked, “Isn’t it a little disturbing in its blatant message about the state of educational research as a power strategy to marginalize.” I attempted to initiate a conversation about research, power, representation and the researchers’ stance. She did not want to engage with me in this dialogue. We seemed at an impasse as she turned and walked away.