“在民主的危险斜坡上”:嵌入社区-学校董事会互动的种族化逻辑

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-06-19 DOI:10.3102/01623737231175166
Eupha Jeanne Daramola, Taylor Enoch-Stevens, James C. Bridgeforth, Akua Nkansah-Amankra
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引用次数: 0

摘要

由于学校董事会会议是地方教育政策制定的重要场所,学者们必须考虑结构性种族主义是如何在不同地区背景下在这些空间中表现出来的。我们研究了种族化的制度逻辑如何在学校董事会会议期间支撑多数黑人地区领导层和当地黑人社区之间的互动。通过对2019-2020学年学校董事会会议的民族志案例研究,我们发现种族化的压力导致以黑人为主的学校董事会成员和地区行政人员坚持限制与黑人选民双向真实互动的政策和做法。总之,我们认为,教育政治中的种族代表性可能很重要,但这还不够,除非伴随着特权白人和再现种族主义的政策和做法的改变。
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“On a Risky Slope of Democracy”: Racialized Logics Embedded in Community–School Board Interactions
As school board meetings are integral sites of local education policymaking, scholars must consider how structural racism manifests in these spaces across various district contexts. We examine how racialized institutional logics undergird the interactions between majority-Black district leadership and a local Black community during school board meetings. Through an ethnographic case study of school board meetings over the 2019–2020 school year, we find that racialized pressures led predominantly Black school board members and district administrators to uphold policies and practices that limited two-way authentic interactions with their Black constituents. In conclusion, we argue that racial representation in educational politics may be important, but is not sufficient unless accompanied by changes to policies and practices that privilege Whiteness and reproduce racism.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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