Racism as Policy: A Critical Race Analysis of Education Reforms in the United States and England

Abstract

Critical race theory (CRT) views education as one of the principal means by which white supremacy is maintained and presented as normal in society. The article applies CRT to two real-world case studies: changes to education statutes in the state of Arizona (USA) and the introduction of a new measure of educational success in England, the English baccalaureate. The analysis highlights the globalized nature of neoliberal education reform and its fundamentally raced and racist character.     

The Anti-Black Order of No Child Left Behind: Using Lacanian psychoanalysis and critical race theory to examine NCLB

During a period in which institutions have been refashioned to meet the demands of a complex social and political economy, the No Child Left Behind Act (NCLB) has helped to alter the public educational system. As scholars and researchers examine the material effects of NCLB, efforts to improve the educational system and its effects must also explore the relationship between policy and racial ideologies including discursive fantasies. This article examines the relationship between NCLB and racial fantasies of Black youth as problematic others in order to help education reform scholarship and advocacy examine the violence of NCLB.     

Protect and Survive: ‘whiteness’ and the middle‐class family in civil defence pedagogies

‘Civil defence pedagogies’ normalise continuous emergency through educational channels such as school, community and adult education. Using critical whiteness studies, and critiques of white supremacy from critical race theory, as a conceptual base, the protection of whiteness, and particularly the white middle‐class family, is considered to be centrally important to civil defence in education. Civil defence is not only classed and state‐centred, but a racialised and eugenic discourse where the state considers not necessarily the survival of the majority of white people, but the continuity of whiteness to be prioritised above the survival of people of colour. Within these policies, the enterprising white, middle‐class, suburban family has provided a key role as main reference, beneficiary, activist and supporter of civil defence pedagogies. Through the use of policy analysis and documentation from the USA in the 1950s and the UK in the 1980s, I discuss representations of the family, race and class in civil defence pedagogies. Although whiteness is contextualised by geography and history, there is congruence in terms of the eugenic tendencies of these seemingly innocuous pedagogies.     

\"This won't take long…\": Interviewing,ethics and diversity

In this paper, the focus is on one particular research project, conducted in the UK, which studied the role of parent groups and organizations in relation to the mainstream education system. The authors seek to analyze and evaluate access to the different \"structures of feeling\" inhabited by the various respondents involved in the project. Using the project as a lens, a critical case, the relationships between respondents and researchers are problematized, highlighting a number of issues with broad applicability. These include negotiating access, securing informed consent, the debates around symmetry and asymmetry between researcher and respondent, the processes of interviewing, data analysis and dissemination. The authors also comment on the formation and development of relationships with respondents, trying to tease out the differences and similarities of age, race, social class, language, and gender, and to suggest how these disjunctions and connections affected the process of datacollection and analysis. Finally, the article concludes with a brief consideration of the implications for future research design and conduct of the arguments put forward.     

阶级和阶级意识理论的重构

汤普森和霍布斯鲍姆通过研究英国普通工人经历的历史事实演绎出阶级和阶级意识理论。分析他们重构阶级和阶级意识理论的原因 ,并通过比较其理论的异同表明它们的印证和补充关系。他们的阶级和阶级意识理论是对马克思主义阶级理论的丰富和发展 ,对此后西方马克思主义史学的工人社会史研究产生了很大的影响。     

Class,Race, and Power: Interest Group Politics and Education

Literature review focuses on what theory and research primarily from political science and sociology of education have to say about families and communities working for change in education. Questions: (1) Do low-income minority families have the power to create positive and lasting change in school and/or district organization and policy? (2) Is such change possible and can it serve as a foundation for state and national education policy change? The families and communities in question are ‘the truly disadvantaged’ or ‘underclass’ in America’s urban centers. Largely black and Latino, the communities share the characteristics of developing nations: low economic development, high infant mortality rates, short life spans, and low levels of educational attainment. Social capital, collective action/social movement, and democracy theory are used. A typology of the policymaking process as described in the research is described. Local successes are treated laying the groundwork for answering the question about whether local successes can lead to state and federal reforms. Theories, typology, and stories of success are put into the context of school organization because the way that schools are organized may dictate what kinds of collective action are likely to succeed. Adriane Williams (M.Ed., The George Washington University) is affiliated with Department of Educational Policy Studies, University Of Wisconsin-Madison, Madison, WI. Adriane Williams is a Ph.D. candidate studying how school organization facilitates or impedes the involvement of non-college graduate parents in educational decision making for their children.     

种族主义：奴隶贸易与当代种族冲突

种族主义源于西方资本主义的扩张,但它的存在却加剧了人类社会发展的不平衡。它限制和阻碍了社会结构和世界体系的平等,导致了当今世界的社会骚乱和各种暴力冲突。我们应该从历史上去追溯种族主义形成的根源。     

The colour of numbers: surveys,statistics and deficit‐thinking about race and class

Drawing on the traditions of critical race theory, the paper is presented as a chronicle – a narrative – featuring two invented characters with different histories and expertise. Together they explore the strengths and weaknesses of quantitative approaches to race equality in education. In societies that are structured in racial domination, such as the USA and the UK, quantitative approaches often encode particular assumptions about the nature of social processes and the generation of educational inequality that reflect a generally superficial understanding of racism. Statistical methods can obscure the material reality of racism and the more that statisticians manipulate their data, the more it is likely that majoritarian assumptions will be introduced as part of the fabric of the calculations themselves and the conclusions that are drawn. Focusing on the case of recent national data on the secondary education of minoritized children in England, the paper highlights statisticians’ ability to define what counts as a ‘real’ inequality without public challenge or scrutiny; reflects on the dangers of statistical ‘explanations’ in the realm of public debate and policy outcomes; and questions quantitative assumptions about the intersectional relationships between different forms of oppression, including gender, class and race.     

The Rise of the Creative Underclass

In this article, Tyler Denmead draws upon critical race theory to argue that the creative city discourse reproduces racial injustice for youth. In particular, the creative city invests in the property rights and profitability of whiteness by inscribing creative superiority on the bodies of young people who are more likely to be privileged by virtue of their race and class. Through evidence collected by both autoethnographic and ethnographic methods, Denmead discusses how his history as an arts educator has been entangled in the manifestation of this racist reconfiguration of urban space in one particular American city, Providence, Rhode Island. He discovered that the racial dynamics of the creative city discourse have productive power over how young people construct their identities and make life choices in this city and, further, that those dynamics operate in and through artist partnerships between those positioned as creatives and those positioned as troubled youth. As a result, Denmead argues that white arts educators, in particular, must disinvest themselves from notions of creativity that enhance the profitability and power of whiteness. This move requires advocating ceding land and resources that have been acquired through the creative city discourse and committing to reframing culture‐led urban renewal in terms of the economic and creative flourishing of communities of color.     

社会主义农民是工人阶级的一部分

农民之作为农民阶级 ,是封建社会生产方式的产物。使农民不再作为农民阶级而存在 ,是资本主义社会的历史任务。农业的社会主义改造 ,在根本改变农民阶级的经济基础的同时 ,必然根本改变其阶级性质。社会主义农民已经不再是农民阶级 ,而是社会主义工人阶级的一个组成部分。     

Audience Matters: Teaching issues of race and racism for a predominantly minority student body

Some of the literature about teaching issues of race and racism in classrooms has addressed matters of audience. Zeus Leonardo, for example, has argued that teachers should use the language of white domination, rather than white privilege, when teaching about race and racism because the former language presupposes a minority audience, while the latter addresses an imaginary or presupposed white one. However, there seems to be little discussion in the literature about teaching these issues to an audience that is in fact predominantly minority. Leonardo assumes that minority students need little convincing about the reality of white domination, but students of color are not a monolithic group. The paper addresses some specific challenges the author has faced teaching theories of white domination to a predominantly minority student audience in New York City. Leonardo is right that audience matters, but audience turns out to matter in ways that defy common assumptions.     

“互动论“对营造课堂气氛的指导作用

课堂教学是教师、学生和教学情境三者相互作用的活动过程,课堂教学效果取决于课堂心理气氛,互动论的思想有助于形成良好的课堂气氛.     

耗散结构理论与班级管理优化

耗散结构理论作为一种新的科学方法,在自然科学和社会科学的多个领域得到广泛的应用。本文着重从耗散结构理论出发剖析班级的耗散结构以及对班级管理的指导意义。     

沃尔海姆论艺术的标记、类型、种类和共相的关系

理查德·沃尔海姆(1923-2003)是一位英国分析美学家、哲学家。他对分析美学的核心问题即艺术定义进行了重新思考,提出了艺术品即物理对象假说,并引申出对艺术的再现性和表现性问题的再思考。他推导出一系列理论结论,诸如艺术的理想理论,艺术的表象理论,艺术的标志物、类型、种类和共相的关系等。文章主要论述了艺术的标记、类型、种类和共相的关系问题。     

When the levees break: the cost of vicarious trauma,microaggressions and emotional labor for Black administrators and faculty engaging in race work at traditionally White institutions

Abstract

The purpose of this article is to offer insight to administrators and human resource professionals at Traditionally White Institutions (TWIs) about developing action plans that provide meaningful support to Black administrators and faculty who are coping with racial trauma. Operationalizing tenets of Critical Race Methodology (CRM), the counter-narratives presented here are drawn from 15 years of unpublished professional and personal communication created by an individual Black faculty and administrator. The lectures, conference presentations, commencement addresses and other ephemera trace the development of battlements and emotional battle scars over the early years of one scholar-activist’s career at TWIs. The calamitous aftermath of Hurricane Katrina is considered in this context both as metaphor and collective psychic wound. As such, it illuminates other instances of vicarious trauma, foreshadows the Movement for Black Lives, and provides a devastating illustration of administrative unpreparedness. Revealing the ramifications of racial trauma can serve to help others who suffer to feel less alone and can provide stakeholders in higher education with valuable knowledge for the sake not only of recruitment and retention, but institutional transformation.     

参与型课型的可行性与应用价值研究

“参与型”课型是现代课堂教学经常使用的方法,它以建构主义和认知理论研究为基础,深入开展教学法研究,开展教学设计工作,培养合格的专业历史教师。