Education and violation: conceptualizing power, domination, and agency in the hidden curriculum

This article offers a theory of a process of violation that connects macropolitical effects to the intimate terrain of subject production. I describe power, as violation, in terms of a simultaneous process of construction and destruction, which seeks its satisfaction in an injury to the very identities it is complicit in producing. Starting from analyses of power and racism in the historical Black radical tradition, and in particular the work of W.E.B. Du Bois and Frantz Fanon, and in contrast to prevailing conceptualizations in critical and poststructuralist theory, I describe violation as active and motivated rather than the mere by-product of a more fundamental imperative of reproduction or normalization. This analysis fore-grounds the continuous process of assault that characterizes the hidden curriculum of schooling for students of color and other marginalized students, particularly with regard to the contemporary clinical and academic discourses that work to name, know, and organize identities. I argue that the pathologization of student selves by these discourses is a more complex process than the simple circulation of norms, and that this process is always characterized by a simultaneous struggle for resistance and survival. The article describes the ways in which critical theory in education will need to become more sensitive not only to the logic of violation and to the modes of domination that it sets in motion, but also to the persistent integrity and agency of those whom it seeks to subjugate.