NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ945436
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1099-839X
The Serious Games of Racial Accounting in Schools
Martinez, Martha Irene
Current Issues in Education, v14 n3 2011
Educational disparities are frequently framed in racial comparisons that are based on data generated by sorting and counting racial subgroups. Our reliance on these data, and the sorting and counting mechanisms entailed therein, is fundamental to debates about racial inequalities. What is largely ignored in achievement gap discourse is how racial data collection procedures naturalize and legitimize what counts as race and what doesn't. The contested racial status of Latinos illustrates the tension within and political significance of government-sanctioned racial classificatory schemes. By situating race discourse within actual race data collection practices, particularly as they relate to Latinos in the U.S. and other racial misfits, this study explores how technologies of truth re-create racial (arti)facts. It also considers the implications of recent changes to racial accounting procedures in schools. (Contains 3 tables, 1 figure and 3 endnotes.)
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States