{"title":"Josephs without Pharaohs: The Du Boisian Framework for the Sociology of Education","authors":"J. Conwell","doi":"10.7709/JNEGROEDUCATION.85.1.0028","DOIUrl":null,"url":null,"abstract":"Abstract:A Du Boisian framework is outlined for the sociology of education. Because of the totalizing nature of racial inequality, W. E. B. Du Bois was forced to simultaneously consider Black students’ educational experiences and outcomes at both the macro and micro levels. The framework’s central problematic is the macro-micro feedback loop between racial inequalities in the U.S. political economy and discriminatory treatment of Black students in schools. For Du Bois, the feedback loop perpetuates multigenerational educational inequality. This article uses a Du Boisian framework to situate research findings on within-school racial inequalities (such as racialized tracking) and between-school racial inequalities (such as urban/suburban school segregation) in a broader analytical context. Situating previous research as such indicates avenues for future scholarship and activism surrounding the issues facing Black students in U.S. schools.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"38 1","pages":"28 - 45"},"PeriodicalIF":0.0000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of Negro Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7709/JNEGROEDUCATION.85.1.0028","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 9
Abstract
Abstract:A Du Boisian framework is outlined for the sociology of education. Because of the totalizing nature of racial inequality, W. E. B. Du Bois was forced to simultaneously consider Black students’ educational experiences and outcomes at both the macro and micro levels. The framework’s central problematic is the macro-micro feedback loop between racial inequalities in the U.S. political economy and discriminatory treatment of Black students in schools. For Du Bois, the feedback loop perpetuates multigenerational educational inequality. This article uses a Du Boisian framework to situate research findings on within-school racial inequalities (such as racialized tracking) and between-school racial inequalities (such as urban/suburban school segregation) in a broader analytical context. Situating previous research as such indicates avenues for future scholarship and activism surrounding the issues facing Black students in U.S. schools.
摘要:本文提出了教育社会学的杜波依斯框架。由于种族不平等的全面性，W. E. B.杜波依斯被迫在宏观和微观两个层面同时考虑黑人学生的教育经历和成果。该框架的核心问题是美国政治经济中的种族不平等与学校对黑人学生的歧视性待遇之间的宏观-微观反馈循环。在杜波依斯看来，这种反馈循环使几代人的教育不平等永久化。本文使用杜波依斯框架将学校内种族不平等(如种族化跟踪)和学校间种族不平等(如城市/郊区学校隔离)的研究结果置于更广泛的分析背景下。将以前的研究置于这样的位置，为未来的奖学金和围绕美国学校黑人学生面临的问题的行动主义指明了道路。
期刊介绍：
The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.
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