Educational Policy and the Cultural Politics of Race

Dumas, Michael J.; Dixson, Adrienne D.; Mayorga, Edwin

doi:10.1177/0895904815616488

Cited by 49 publications

(34 citation statements)

References 20 publications

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“…This isolation of the children of the underclass is manifested in schools as predominantly affluent and White gentrifiers do not enter the underclass’ schools. As the affluent and gentrified urban populations sociospatially segregate their children, scholars then note their school choice policies often perpetuate a system of anti-Blackness in urban schools (Baker & Foote, 2006; Dumas, Dixson, & Mayorga, 2016; Lipman, 2006; Massey & Denton, 1993; Siegel-Hawley, 2014; Stovall, 2013; Wilson, 1996).…”

Section: Literature Reviewmentioning

confidence: 99%

Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative

Khalil

Brown

2019

Educational Administration Quarterly

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Purpose: This article describes one charter school’s ‘diversity’ initiative—a relocation to a racially and socioeconomically diverse site—intended to reintegrate minoritized students displaced by gentrification. Research Design: We employ Critical Race Quantitative Intersectionality to frame the descriptive analyses of student enrollment, city census, and parent survey data that narrates the resulting student demographics after a school’s relocation. Our goal in utilizing an anti-racist framework rooted in Critical Race Theory is to a) quantify the racist material impact of “race-neutral” reform through intersectional data mining, b) disrupt the notion of letting “numbers speak for themselves” without critical analysis, and c) taking a transdisciplinary perspective to reveal the hidden patterns of whiteness under the guise of diversity. Findings: Our findings highlight the limits of a school’s agency to implement ‘diversity’ policies aimed at reintegrating minoritized students displaced from opportunity. While the relocation racially diversified the student population, the policy failed to reintegrate the district’s historically minoritized population. This exclusion both limited who had the right to use and enjoy the school and reinforced the school’s status and reputation, thus cementing its whiteness as property. Implications: We conceptualize diversity dissonance as a framework that challenges the unary ahistorical criteria that describe current school demographics, and calls for leaders and policymakers to problematize how the construct of diversity is interpreted when considering minoritized students’ access to programs and schools. Diversity dissonance situates diversity from solely an inclusive rhetoric to an exclusionary one, where limited access reinforces status—mimicking rather than juxtaposing whiteness.

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Section: Literature Reviewmentioning

confidence: 99%

Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative

Khalil

Brown

2019

Educational Administration Quarterly

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“…That is, one that is critical of the historical and current conditions that "isms" have created within current general and special educational contexts and thus broaden notions of policy beyond "colorless" or "powerless." Thus, a CPS perspective intentially moves away from a purely technical approach to the analysis of policy to considering policy from a social justice lens (Dumas, Dixson, & Mayorga, 2016). Using this approach opens up opportunities to consider the "political, social and economic arrangements where persons are never treated as a means to an end, but treated as ends in their own right" (Prunty, 1985, p. 136).…”

Section: Critical Policy Sociology and Disability Studies In Education mentioning

confidence: 99%

Troubling the master narrative of “grit”: Counterstories of Black and Latinx Students with dis/abilities during an era of “high-stakes” testing

Tefera

Saca

Lester

2019

EPAA

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In this study we trouble the notion of “grit” and “high-stakes” testing by focusing on the experiences and perspectives of Black and Latinx students labeled with dis/abilities with the California High School Exit Exam (CAHSEE). Through interviews, focus groups, and classroom observations with 15 Black and Latinx students labeled with dis/abilities, we utilize the power of student voice and counterstories to problematize the master narrative of a “grit”/no “grit” binary in education policy discourse. This binary has contributed to an educational culture that reinforces victim blaming, reifies inequities for Black and Latinx students with dis/abilities, and undermines students’ emotional wellbeing. Harnessing the power of the students’ experiences and perspectives, we conclude with recommendations for policy and practice.

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“…We situate this study within Critical Policy Analysis (CPA; Diem, Young, Welton, Mansfield, & Lee, 2014; Dumas, Dixson, & Mayorga, 2016). CPA departs from traditional “what works” orientations to policy studies and instead explores how policies reproduce or challenge prevailing societal and educational inequities (Diem et al, 2014; Webb & Gulson, 2015).…”

Section: Critically Examining and Interrogating Policymentioning

confidence: 99%

Schools as Refuge? The Politics and Policy of Educating Refugees in Arizona

Koyama

Chang

2018

Educational Policy

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Despite the central role schools have played in the resettlement of refugees, we know little about how principals, teachers, parents, and staff at community-based organizations interpret and negotiate national immigration policy and state education policies. Combing critical discourse analysis (CDA) and actor-network theory (ANT), we capture how these actors work together and against each other to enact supports with regard to these newcomer students. Data includes a 36-month ethnography of refugee networks in Arizona. We argue that policies around English language acquisition and academic support further isolate refugee students and diminish their formal learning experiences in the United States.

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Educational Policy and the Cultural Politics of Race

Cited by 49 publications

References 20 publications

Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative

Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative

Troubling the master narrative of “grit”: Counterstories of Black and Latinx Students with dis/abilities during an era of “high-stakes” testing

Schools as Refuge? The Politics and Policy of Educating Refugees in Arizona

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