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Peer reviewedGutierrez, Kris D.; Asato, Jolynn; Santos, Maria; Gotanda, Neil – Review of Education, Pedagogy & Cultural Studies, 2002
Investigates the ways that backlash pedagogy, a centerpiece of educational reform, accepts substantial inequality as a neutral baseline for educational practice and reform and, simultaneously, enshrines the status quo. The analysis draws on several theoretical lenses (cultural-historical activity theory, critical race theory, and ethnographic…
Descriptors: Diversity (Student), Educational Change, Elementary Secondary Education, English (Second Language)
