ERIC Number: EJ1023100
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 47
You Can't Erase Race! Using CRT to Explain the Presence of Race and Racism in Majority White Suburban Schools
Chapman, Thandeka K.
Discourse: Studies in the Cultural Politics of Education, v34 n4 p611-627 2013
Employing a critical race analysis of contemporary suburban schooling in the US, the author challenges the ideology of colorblind racial contexts. The concepts of colorblindness, interest-convergence, racial realism, and white privilege are used to explain how federal mandates and common school policies and practices, such as tracking, traditional curricula, teacher classroom practices, and student surveillance, sustain a racially hostile environment for students of color in majority white suburban schools. Critical multicultural education is offered as a means to openly address issue of race and racism in the curriculum, school policies, and teacher practices.
Descriptors: Critical Theory, Social Theories, Racial Factors, Racial Bias, Whites, Suburban Schools, Social Attitudes, Track System (Education), Curriculum, Teaching Methods, Educational Environment, Multicultural Education, School Desegregation, Federal Legislation, Educational Legislation, Educational Practices, Minority Group Students, Focus Groups, High School Students, Semi Structured Interviews, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001