The Deep Roots of Inequity: Coloniality, Racial Capitalism, Educational Leadership, and Reform

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2022-01-17 DOI:10.1177/0013161X211029483
James S. Wright
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引用次数: 3

Abstract

Purpose: This article is a critical analysis of educational leadership and administration’s historically privileged Eurocentric epistemologies, research methodologies, and intellectual norms, shaping the field through conceptions of coloniality. The purpose of this article is toward decolonizing educational leadership. Problem: Dominant, Eurocentric knowledge systems are epistemically imposing. Racialized and ethnic critiques of Eurocentric epistemologies and educational leadership norms are relatively new in dominant knowledge production institutions such as University Council of Educational Administration and peer-review journals such as Education Administration Quarterly. Questions: Why are BIPOC (Black, Indigenous, and People of Color) epistemologies a critical issue in educational leadership, research, practice, and leadership preparation? In what ways have educational leadership research, practice, and training represented BIPOC epistemologies? Conceptual Framework: This article refines and advances theories of coloniality by a concept that I coined Coloniality Racial-Capitalism and Modernity. Coloniality, the darker side of modernity, is highlighted in educational leadership practices and reform for perpetuating epistemicide in the service of racial capitalism. Contributions to the Field: This article reconnects the struggles of Blackamericans to a global struggle, such as the progenitors in the Blackamerican struggle understood. Furthermore, placing coloniality in conversation with other critical work in educational leadership around coloniality’s articulations of racism and inequity is useful for BIPOC and their allies in fights for educational justice for BIPOC children.
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不平等的深层根源:殖民主义、种族资本主义、教育领导和改革
目的:这篇文章是对教育领导和管理历史上特权的欧洲中心认识论、研究方法和智力规范的批判性分析,通过殖民概念塑造了这个领域。这篇文章的目的是对非殖民化的教育领导。问题:主导的、以欧洲为中心的知识系统在认识论上是强加的。对欧洲中心认识论和教育领导规范的种族化和民族化批评在主导知识生产机构(如大学教育行政委员会)和同行评议期刊(如教育行政季刊)中相对较新。问题:为什么BIPOC(黑人、原住民和有色人种)认识论在教育领导、研究、实践和领导准备中是一个关键问题?教育领导研究、实践和培训在哪些方面代表了BIPOC认识论?概念框架:本文通过我创造的殖民主义、种族、资本主义和现代性的概念来完善和推进殖民主义理论。殖民主义是现代性的阴暗面,在教育领导实践和为种族资本主义服务的知识灭绝而进行的改革中得到了突出体现。对该领域的贡献:本文重新将美国黑人的斗争与全球斗争联系起来,如美国黑人斗争的祖先所理解的那样。此外,围绕殖民主义对种族主义和不平等的表述,将殖民主义与教育领导层的其他关键工作进行对话,对于BIPOC及其盟友为BIPOC儿童争取教育正义是有用的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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