Can educators transform the educational system : a Foucauldian archeological gaze into transformative education

Through the phenomenon of Whiteness, Borders, Spaces, and Way of knowing this dissertation explores the enduring realty of an institutionalized segregation legacy, which by virtue of the participants’ narratives and utilizing Foucault’s anthropological approach of uncovering knowledge demonstrates the impact of such a legacy on educator’s ability to transform the educational system. The dissertation also elucidate how the hegemonic system has traditionally used the educational apparatus to perpetuate its hidden agenda in the field, often with the witting or unwitting support of those who are most stigmatized by the system. Its findings delineate an anew ways of gazing at racist acts, of gazing at racism.