Review of Slow Violence: Confronting Dark Truths in the American Classroom, by Ranita Ray
DOI:
https://doi.org/10.14507/er.v33.4684Resumen
The heart of this book is an unwavering showing of “slow violence,” and there is something for scholars across several research domains. As a study of schools, Slow Violence is grounded in the quotidian of student-teacher relations. Professor Ray offers social psychologists a brilliant study of affect, shame as social control, role identities, social exchange, and identity destruction. Slow Violence is also an examination of how institutional pressures and organizational cultures can be harmful. Researchers dedicated to the study and uprooting of racism could read Slow Violence as a race-forward book.
Biografía del autor/a
Michael L. Walker, University of Minnesota
Michael L. Walker earned his PhD in 2014 from the University of California-Riverside and joined the Department of Sociology at the University of Minnesota-Twin Cities in 2017 where he is the Beverly and Richard Fink Professor in Liberal Arts. His research focuses on social psychological patterns in organizations—especially with respect to race, ethnicity, identities, emotions, social exchange, and time as an organizing principle. In trying to understand social life from the viewpoint of others and explaining patterns of social behavior, he mixes ethnography with interviewing and observation to produce research that is theory forward and unironically emotional. He is the author of Indefinite: Doing Time in Jail, which examines the organizational pressures and socioemotional landscape of jail time from the viewpoint of penal residents. Indefinite won the 2022 C. Wright Mills Award and the 2022 Charles Horton Cooley Award. His current book project weaves memoir into interviews and participant observation with members of a large midwestern law enforcement agency to examine the emotional landscape of policing, how organizational cloistering can shape nightmares, the problem of police-public trust, and politically charged perceptions of race relations in police work.
Citas
Abrutyn, S., & Turner, J. H. (2011). The old institutionalism meets the new institutionalism. Sociological Perspectives, 54(3), 283-306. https://doi.org/10.1525/sop.2011.54.3.283
Beliso-De Jesús, A. M. (2024). Excited delirium: Race, police violence, and the invention of a disease. Duke University Press. https://doi.org/10.1515/9781478059561
Bonilla-Silva, E. (2010). Racism without racists: Color-blind racism & racial inequality in contemporary America. Rowman & Littlefield.
Burke, P. J., & Stets, J. E. (2023). Identity theory: Revised and expanded. Oxford University Press. https://doi.org/10.1093/oso/9780197617182.001.0001
Cash, W. J. ([1941] 1991). The mind of the South. Vintage Books.
Garfinkel, H. (1956). Conditions of successful degradation ceremonies. American Journal of Sociology, 61(5), 420-24. https://doi.org/10.1086/221800
Nixon, R. (2011). Slow violence and the environmental poor. Harvard University Press. https://doi.org/10.4159/harvard.9780674061194
Ray, R. (2018). The making of a teenage service class: Poverty and mobility in an American city. University of California Press. https://doi.org/10.1525/california/9780520292055.001.0001
Scott, W. R. (2014). Institutions and organizations: Ideas, interests, and identities. SAGE Publications. https://doi.org/10.3917/mana.172.0136
Swann, Jr., W. B., Gómez, Á. D., Conor S., Morales, J. F., & Huici, C. (2009). Identity fusion: The interplay of personal and social identities in extreme group behavior. Journal of Personality and Social Psychology, 96(5), 995-1011. https://doi.org/10.1037/a0013668
Teeger, C. (2024). Distancing the past: How history lessons teach young South Africans to ignore racial inequality in the present. Columbia University Press.
Tilly, C. (1999). Durable inequality. University of California Press.
Woodson, C. G. ([1933] 1998). The mis-education of the Negro. Africa World Press.
[Book reviewed] Ray, R. (2025). Slow violence: Confronting dark truths in the American classroom. St. Martin's Press.
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