超越文化错配理论:反黑人在学校纪律和社会控制实践中的作用

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2023-06-06 DOI:10.3102/00028312231175858
Rowhea Elmesky, Olivia Marcucci
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引用次数: 1

摘要

黑人学生进入美国学校后面临着严格的纪律和高度的社会控制。文化错配假说试图解释这种过度纪律,认为大部分白人教师误解了黑人学生的态度和行为,从而导致了他们的过度纪律。然而,本文利用纵向、深度迭代、参与性和批判性的民族志研究过程,表明围绕文化错配假设的传统学术是不够的。分析表明,教师对错配资本的误解(传统的文化错配假说)实际上是对来自黑人学生的匹配资本和错配资本的种族化解释,这种种族化解释受到美国制度特有的反黑人逻辑的指导。因此,本研究主张将反黑人作为一种理论工具来整合,以扩展文化不匹配的解释,并创造教育空间,使黑人学生得到认可、重视和尊严和人性化的对待。
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Beyond Cultural Mismatch Theories: The Role of Antiblackness in School Discipline and Social Control Practices
Black students face hyper-disciplining and high levels of social control when they enter American schools. The cultural mismatch hypothesis attempts to explain this hyper-disciplining by arguing that the mostly White teaching force misinterprets the attitudes and behaviors of Black students, which leads to their hyper-disciplining. Utilizing a longitudinal, deeply iterative, participatory, and critical ethnographic research process, however, this article shows that traditional scholarship around the cultural mismatch hypothesis is insufficient. The analysis indicates that teachers’ misinterpretation of mismatched capital (the traditional cultural mismatch hypothesis) is actually a racialized interpretation of both matched and mismatched capital coming from Black students, and such racialized interpretations are guided by the logic of antiblackness endemic to American institutions. Hence, this research argues for the integration of antiblackness as a theoretical tool to expand upon cultural mismatch explanations and for the creation of educational spaces where Black students are recognized, valued, and treated with dignity and humanization.
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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