Through Educational Criticism, I composed narratives and poems around a Crisis Intervention Team (CIT) Training for police officers through its intended, enacted, and received curriculum. Within analyzing CIT’s instructional arc, I juxtaposed voices: ideas left solitary were incomplete, simplistic, or, at times, naïve. Thus, I weaved voices and scholarship together or against each other for depth of meaning, nuance, and contestation. Juxtapoetics exposed the complexity of well-intended individuals and localized interventions situated within institutions reifying the White supremacist milieu and disrupted linear rationality and universality of Whiteness.
ChopkoB. A. (2011). Walk in balance: Training Crisis Intervention Team police officers as compassionate warriors. Journal of Creativity in Mental Health, 6, 315-328. doi:10.1080/15401383.2011.630304
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CrossW. E.Jr. (2003). Tracing the historical origins of youth delinquency & violence: Myths & realities about Black culture. Journal of Social Issues, 59, 67-82.
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CrossW. E.Jr. (2016). Disjunctive social injustice, Black identity, and the normality of Black people. In HammackP. L.Jr. (Ed.), The Oxford handbook of social psychology and social justice. doi:10.1093/oxfordhb/9780199938735.013.36
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KingM. L. (1963). Letter from a Birmingham jail. University of California-Davis Law Review, 26, 835-851.
