Race talk and school equity in local print media: the discursive flexibility of whiteness and the promise of race-conscious talk

Villenas, Sofía A.; Ángeles, Sophia L.

doi:10.1080/01596306.2013.822626

Cited by 14 publications

(6 citation statements)

References 19 publications

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“…These comments are typically, though not Public Discourses About Student Merit and Worth exclusively, made anonymously, and as such they offer individuals an opportunity to express private views without concern for public sanctions (e.g., Bargh & McKenna, 2004;Zirkel et al, 2011). Given the social prescriptions about ''race talk'' in contemporary life (Myers & Williamson, 2001;Pollock, 2005;Villenas & Angeles, 2013), along with the public's increasing reliance on online platforms for news, commentary, and engagement in public debate on social issues (Purcell, Rainie, Mitchell, Rosenstiel, & Olmstead, 2010), we believe that anonymous online public forums represent an opportunity to explore ideas and perspectives that may not be openly expressed in other public contexts. We feel that this new public sphere in which issues of public import are discussed and debated (Taylor, 2004) represents an especially valuable source of data for examining views related to issues of race and equity, particularly because online environments can be so disinhibiting (Suler, 2004).…”

Section: Methodsmentioning

confidence: 99%

“Just Let the Worst Students Go”

Zirkel

Pollack

2016

American Educational Research Journal

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We present a case analysis of the controversy and public debate generated from a school district’s efforts to address racial inequities in educational outcomes by diverting special funds from the highest performing students seeking elite college admissions to the lowest performing students who were struggling to graduate from high school. Widespread arguments against the proposed change emphasized the identification of highly successful students as “worthy” and others as “unworthy” of resources. Through an analysis of print and digital public texts, we identify a narrative cycle that informed public debate: (a) colorblind rhetoric, (b) academic performance is presumed to emerge solely from talent and effort, so (c) academic performance then becomes a measure of worth, and finally, (d) efforts to address racial disparities are “unfair.” We argue that narratives identifying some students as worthy and others unworthy are highly influential in the outcomes of many educational policy and funding debates.

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Section: Methodsmentioning

confidence: 99%

“Just Let the Worst Students Go”

Zirkel

Pollack

2016

American Educational Research Journal

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“…School culture is influenced by and an extension of the beliefs and actions of school officials and political actors (Buehler, 2009;Deal & Peterson, 1999;Stovall, 2020). School officials protect social values and practices that are important to them (Villenas & Angeles, 2013) and these social norms directly affect interpersonal relationships between students and school staff who do not share the same value system (Wilcox, 2020b). The classroom is a social context for children's lives and learning that is situated within the larger context of community, states, and the nation.…”

Section: Structural Intersectionality Queer Curriculum and School Tra...mentioning

confidence: 99%

Queering School Leadership Preparation Curricula for Gender Justice in Public Schooling

Wilcox

2022

Journal of School Leadership

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Recent education policies and laws such as a new rule to Title IX by the U.S. Department of Education (2020) and the Parental Rights in Education (HB 1557, 2022) also known as the “ Don’t Say Gay” law in Florida have important implications for how educational leaders are expected to address issues of gender, sexuality, and school-based sexual violence in public schools. The purpose of this article is to examine how education laws, policies, and practices privilege heteronormative values in our public schools and how the lack of educational preparation of school officials are complicit in the maintenance of hegemonic racial, gender and sexuality structures in public schooling. Structural intersectionality grounds this study and maps the corporeal consequences of systems of oppression while political intersectionality describes the strategies used to fight against those systems of oppression (Crenshaw, 2014). The study uses a qualitative narrative inquiry methodology to examine coursework data of doctoral students in an education leadership program to interpret their understanding of gender justice in teaching and leadership in public schools. Critical policy analysis as a discursive analytic is used in this study to reveal the interrelatedness of theory and method. The implications of this study bear important implications for understanding the need for gender justice curriculum in school leadership preparation programs and offers thoughts on how queering curricula can be an act of education activism.

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“…This study aims at filling some of this gap by studying how the presence of pedagogised discourses in media contributes to mediatized nation-building and racializing processes. Although I have not been able to locate Danish studies of media representations of children's education, a few international studies indicate that the media represent educational inequalities and disparities within a frame of racialized explanations and the upholding of white hegemony (McCallum et al, 2020;Villenas & Angeles, 2013). A study of children in Portuguese newspapers (Ponte, 2007) demonstrates that education constitutes a main field of media coverage of children, which 'deals with the idea of children as the country's future' (ibid, 751).…”

Section: Theory and Framework For Analysismentioning

confidence: 99%

Saving racialized children through good schooling: media discourses on racialized children’s schooling as a site for upholding danish whiteness

Nielsen

2021

Nordic Journal of Studies in Educational Policy

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This article uses Danish media discourses on racialized children's schooling as a lens through which to analyse how issues of kinship and family play into nation-building processes through representations of 'the child'. The article addresses the question of the distribution of racialized children, mostly termed 'bilingual pupils', at Danish schools, which is a recurrent theme in the public debate. The media representation of this issue is mostly framed around an ideal of spreading the 'bilingual pupils' among different schools to ensure proper mixing with white Danish pupils, which is framed as securing both the educational development of the children and the prosperity of the Danish nation. Through the ideal of mixing, the nation is constituted as able to include the racialized child as an act of saving it from its heritage of racialized and classed disadvantage. A comparison with other kinds of media reporting on racialized children in Danish schooling reveals the constellation of a racialized hierarchy that works to uphold Danish whiteness and non-racism through the ideal of proper mixing. Migrant subjects who have mixed through kinship with Danish whiteness and have actively abandoned their racialized familial background seem more easily constituted as belonging in Denmark.

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Race talk and school equity in local print media: the discursive flexibility of whiteness and the promise of race-conscious talk

Cited by 14 publications

References 19 publications

“Just Let the Worst Students Go”

“Just Let the Worst Students Go”

Queering School Leadership Preparation Curricula for Gender Justice in Public Schooling

Saving racialized children through good schooling: media discourses on racialized children’s schooling as a site for upholding danish whiteness

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