NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1083031
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0951-8398
Disciplining Dalmar: A Demand to Uncover Racism and Racialization in Pursuit of Culturally Relevant Pedagogy
Mason, Ann Mogush
International Journal of Qualitative Studies in Education (QSE), v29 n2 p205-223 2016
The need for multifaceted analyses of the relationships between how the United States acknowledges racism and how schooling can be structured to mitigate its negative impacts has never been greater, especially given rising attention to the racial "achievement gap." In suburban, elite Pioneer City, a series of initiatives I will refer to as "the transformation" aimed to eliminate racial disparities in educational achievement through simultaneous efforts to redistribute students from a racially and economically isolated elementary school and train all district staff in a particular brand of culturally relevant pedagogy. This paper draws from a larger yearlong study in which I used critical ethnographic methods to explore tensions between a goal of systemic change and reproductive forces at play in Pioneer City Schools. Focusing on one third-grade student, I offer insights into how the school district's equity-minded policy changes find their way into one classroom, both reflecting and complicating preexisting ways of viewing the role of race in young children's lives.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A