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Marginalized communities often become understandably preoccupied with a city’s structured attempt to deem them disposable, making it difficult to see people experiencing the same suffering as potential comrades in struggle. Enemies are manufactured as the result of continued displacement, hyper-segregation, and dispossession. Under these impossible circumstances people are often quicker to punch each other before they identify the enemy as white supremacy and capitalism, creating a society where conflict is engineered.
Examining the long fight of Black people in Chicago to claim their humanity and thrive in a city while facing school closings, the destruction of public housing and oppressive law enforcement, Stovall argues that marginalized communities face unique structural challenges while being blamed for interpersonal conflict and labeled “violent” and deemed disposable. With a novel approach to the question of how state-sanctioned violence and abandonment impacts low-income communities, _Engineered Conflict _uses examples from Chicago’s recent history to shed light on the politics of disposability through housing instability, criminalization, and school closures. Looking at all three phenomena together allows readers to see how state policies designate some neighborhoods as unviable, where disinvestment furthers a rationale to contain members of these communities.
Looking at the many ways Black communities have resisted state violence and the work of local organizations to address marginalization, _Engineered Conflict _calls for a powerful movement against the displacement, disinvestment, and disposability of Chicago’s Black population.
David Stovall, Ph.D. is a professor in the departments of Black Studies and Criminology, Law & Justice at the University of Illinois at Chicago (UIC). His scholarship investigates three areas 1) Critical Race Theory, 2) the relationship between housing and education, and 3) the intersection of race, place and school. In the attempt to bring theory to action, he works with community organizations and schools to address issues of equity, justice and abolishing the school/prison nexus. His work led him to become a member of the design team for the Greater Lawndale/Little Village School for Social Justice (SOJO), which opened in the Fall of 2005. Furthering his work with communities, students, and teachers, his work manifests itself in his involvement with the Peoples Education Movement, a collection of classroom teachers, community members, students and university professors in Chicago, Los Angeles and the San Francisco Bay Area who engage in collaborative community projects centered in creating relevant curriculum.
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