Anglický jazyk

Researching Race in Education

Vydavateľstvo: Information Age Publishing
Rok vydania: 2014
Formát: Hardback
Rozmer: 240 x 161 mm
Jazyk: Anglický jazyk
ISBN: 9781623966775

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O knihe

A volume in Education Policy in Practice: Critical Cultural Studies
Series Editors Edmund T. Hamann, University of Nebraska-Lincoln
and Rodney Hopson, George Mason University
In traditional educational research, race is treated as merely a variable. In 1995, Gloria Ladson-Billings and William F. Tate, IV argued
that race is under-theorized in education and called for educational researchers to pay closer attention to the relationship between race
and educational inequity (Ladson-Billings and Tate, 1995). In particular, they argued, drawing on legal scholar, Derrick Bell's notion of
Racial Realism (Bell, 1995), that racialized inequities are not accidental or aberrant; rather, racialized educational inequities are the
result of particular and specific policies and practices that are designed to maintain particular forms of dominance and marginalization.
More specifically, Bell and later Ladson-Billings and Tate, argue that racial inequity persists despite liberal policies and legislation that
were ostensibly designed to eradicate it. The Racial Realist perspective takes into the consideration the longevity and history of racism,
racial inequity and White supremacy in the U.S. and serves as a mirror to reflect back the limitations of proposed policies and legislation
that fail to address those issues. In this way, Critical Race Theory and the scholars who draw on CRT, view our work as an important
"check and balance" in the effort toward racial equality.