教育研究中的反赤字镜头:对结构性压迫概念的质疑

IF 8.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Review of Educational Research Pub Date : 2022-10-14 DOI:10.3102/00346543221125225
Suneal Kolluri, A. Tichavakunda
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引用次数: 2

摘要

对边缘学生的缺陷框架,虽然保持着广泛的社会影响,但在最近的教育学术界受到了彻底的谴责。这项“反赤字”奖学金的目标是挑战学校里的种族主义,改善边缘化青年的机会。为了实现教育中种族平等的崇高目标,学术界如何理解种族压迫是一个核心问题。种族社会学家强调了种族压迫的两重性。种族主义是意识形态和结构性的。在意识形态上,种族主义塑造了有色人种社区的形象,以及他们在教育环境中的待遇。从结构上讲,种族主义根植于历史和政策中,系统性地使少数族裔处于不利地位。这两个过程都与教育不平等有关。然而,在对反赤字文献的回顾中,我们发现种族主义主要是通过意识形态来理解的,很少通过结构来理解。这一框架对于学校如何支持种族少数学生克服学校和社区中的种族主义具有重要意义。
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The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression
Deficit framings of marginalized students, though maintaining widespread social influence, are thoroughly condemned in recent educational scholarship. The goal of this “counter-deficit” scholarship is to challenge racism in schools and improve opportunities for marginalized youth. To meet the lofty ambition of racial equity in education, how scholarship understands racial oppression is a central concern. Sociologists of race have emphasized the duality of racial oppression. Racism is ideological and structural. Ideologically, racism shapes how communities of color are perceived and how they are treated in educational settings. Structurally, racism is embedded in histories and policies that systematically disadvantage racially minoritized people. Both processes matter to educational inequality. However, in this review of counter-deficit literature, we find that racism is primarily understood by way of ideology and seldom by way of structures. This framing has important implications for how schools can support racially minoritized students to overcome racism in schools and communities.
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来源期刊
Review of Educational Research
Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
24.10
自引率
2.70%
发文量
28
期刊介绍: The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.
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