抗议与抵抗:黑人制度模式的概念化和棕色前教育者的当代意义

IF 3.5 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Aera Open Pub Date : 2024-08-07 DOI:10.1177/23328584241269812
James Wright, Jennifer Karnopp
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引用次数: 0

摘要

在解放后的一个世纪里,尽管资源有限,但黑人仍发展了强大而有效的学校。遗憾的是,他们的成功和对教育系统的贡献往往被忽视。这篇跨学科理论论文借鉴了种族隔离学校制度的历史著作,通过殖民地和机构工作的视角,审视了黑人教育工作者在种族隔离教育制度中的奋斗历程。这一研究揭示了一种植根于社区的独特的黑人制度模式,它指导教育工作者驾驭结构性和系统性动态,从而形成教育机会,并成功挑战主流的白人教育标准。我们讨论了学校教育的殖民性、结构框架以及继续支撑当代教育体系的思维模式,然后提请大家注意另一种视角。我们的目标是通过承认和认可黑人教育工作者的抗议和反抗、他们对另类认识论的贡献以及指导他们行动的思维方式,努力建立更具包容性和公平的教育体系。
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Protest and Resistance: Conceptualizing a Blackamerican Institutional Schema and the Contemporary Relevance of Pre-Brown Educators
In the century following emancipation, Blackamericans developed robust and effective schools despite limited resources. Unfortunately, their successes and contributions to the education system are often overlooked. This interdisciplinary theoretical paper draws on historiographies of segregated school systems, examining the struggles of Blackamerican educators within segregated education systems through the lenses of coloniality and institutional work. This examination reveals a distinct Blackamerican institutional schema rooted in community, guiding educators in navigating structural and systemic dynamics that shape educational opportunities and successfully challenge dominant white education standards. We discuss the coloniality of schooling, a structural framework, and a mindset that continues to undergird our contemporary education system and then draw attention to an alternative perspective. Our goal is to work toward more inclusive and equitable education systems by recognizing and acknowledging the protest and resistance of Blackamerican educators, their contributions to alternative epistemologies, and the mindsets that guided their actions.
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来源期刊
Aera Open
Aera Open EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.00
自引率
7.10%
发文量
60
审稿时长
15 weeks
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