ERIC Number: EJ1174530
Record Type: Journal
Publication Date: 2018-May
Abstractor: As Provided
Desegregation Policy as Social Justice Leadership?: The Case for Critical Consciousness and Racial Literacy
Radd, Sharon I.; Grosland, Tanetha J.
Educational Policy, v32 n3 p395-422 May 2018
Policy making can be viewed as a large-scale attempt at social justice leadership intended to address vast inequities that persist and are perpetuated in the U.S. K-12 education system. The study examines the text of the Minnesota Desegregation Rule to discern its underlying discourses as they relate to race, racism, and social justice. The findings highlight discursive practices that undermine social justice progress and antiracist efforts, demonstrating how well-intended social justice efforts can go awry without active engagement of critical lenses. The article argues that critical consciousness and racial literacy are essential in social justice and antiracist policy making and educational leadership.
Descriptors: Social Justice, School Desegregation, Desegregation Methods, State Policy, Policy Analysis, Race, Racial Discrimination, Consciousness Raising, Educational History, Demography, Enrollment Trends, Discourse Analysis, Leadership Styles, Institutional Characteristics, Failure, Educational Administration, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Minnesota
Grant or Contract Numbers: N/A