NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1131092
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1521-0960
Storying a Social Drama: How Discourse and Practice Prevent Transformation through Culturally Relevant Pedagogy
Mason, Ann Mogush
Multicultural Perspectives, v19 n1 p26-34 2017
In a sociohistorical moment during which racism has become more widely accepted as a social fact, U.S. scholars and practitioners of education continue to struggle with how schooling might participate in its eradication. In suburban, elite, Midwestern Pioneer City Public Schools, a series of initiatives I refer to as "the transformation" aimed to eliminate racial predictability in standardized test scores through efforts (a) to redistribute children from a racially and economically isolated elementary school across the district's four elementary schools, and (b) to train all district staff in a particular brand of culturally relevant pedagogy. In this article, I argue that Pioneer City School District was unable to address the transformative goals of culturally relevant pedagogy--in part because of irresolvable tensions between an explicitly anti-racist theory and the authoritative discourses suggesting that racism is a thing of the past.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A