ERIC Number: EJ970853
Record Type: Journal
Publication Date: 2012-Apr
Abstractor: As Provided
The Effect of Post-Racial Theory on Education
Warren, Christopher A.
Journal for Critical Education Policy Studies, v10 n1 p197-216 Apr 2012
The proliferation of post-racial theory (PRT) in both social and political spheres of dominant American hegemony has illustrated a desire among academic circles to move past race and racial categories in social analysis. However, absent within post-racial rhetoric is critical language on how to abolish racism and racial inequality. (Samad 2009) It is my contention that the application of post-racial theory in social and legislative arenas will fail to eliminate many of the economic or curriculum based inequities within public school education. Furthermore, I contend that the aim of post-racial theory to deconstruct race as a tool for social analysis will exacerbate current achievement gaps and guarantee that equity in terms of school funding and quality of non-racist teacher instruction for non-white students may not be achieved or even addressed.
Descriptors: Race, Academic Achievement, Racial Identification, White Students, Educational Theories, Racial Bias, Racial Discrimination, Public Education, Achievement Gap, Equal Education, Social Theories, Educational Finance, Educational Quality, Teacher Effectiveness
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: firstname.lastname@example.org; Web site: http://www.jceps.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A