Racialized Bachelor of Education students' perspectives of performative allyship in the Black Lives Matter movement

Abstract

Performative allyship, also referred to as performative activism, is a non-genuine form of allyship or activism rooted in growing one’s social capital rather than raising awareness for the stated human rights issue. Individuals are performing activism to increase social capital and appease their sense of morality. This trend has been prevalent online throughout the height of the Black Lives Matter (BLM) protests, where social media influencers use BLM-centred demonstrations as an accessory to promote an image of social conscience and activism. The purpose of this research seeks to understand racialized students’ distinct perspectives of allyship (both performative and genuine) during the BLM movement using an epistemology of intersubjective knowledge construction. Structured interviews were conducted with four participants, all of whom were current Lakehead University pre-service teachers. Participants showed a distinct understanding of and definitions of genuine allyship and performative activism, offering characteristics and examples of an ideal ally. The pre-service teachers interviewed depicted a complex and nuanced understanding of the relationship between genuine and performative action, unpacking how even authentically intended and informed allyship can still elicit performative actions. From an understanding of privilege, willingness to accept potential opportunities and the emotional labour of being continuously confronted with inequities and resistance, all pre-service teachers (PSTs) believe race has a significant role in allyship.