Critical Race Feminism and the Complex Challenges of Educational Reform

Autor/inn/en	Childers-McKee, Cherese D.; Hytten, Kathy
Titel	Critical Race Feminism and the Complex Challenges of Educational Reform
Quelle	In: Urban Review: Issues and Ideas in Public Education, 47 (2015) 3, S.393-412 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-015-0323-z
Schlagwörter	Critical Theory; Race; Feminism; Educational Change; Ideology; Social Justice; Transformative Learning; Equal Education + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Feminismus; Bildungsreform; Ideologie; Soziale Gerechtigkeit; Pädagogische Transformation
Abstract	Throughout the past several decades, there has been an abundance of research about school reform, particularly in schools predominated by students of color and students experiencing poverty. Critics acknowledge that many reform efforts have failed and comprehensive solutions to school change remain elusive. In this article, we provide an overview of prominent school reform efforts and describe some of the ideological problems inherent in these dominant approaches-particularly the abstract, one-size-fits-all vision of reform that they are premised upon. Then, we explore the potential of critical race feminism (CRF) as a framework through which we might cultivate transformative social justice-oriented change in schools. We suggest that CRF is a relatively untapped resource in school reform efforts that may help us to rethink reform in general, specifically by dislodging some of our taken-for-granted assumptions and offering us principles for school change. Finally, we give examples of counternarratives based on CRF principles that reflect the kind of critical, fluid, nonhierarchical approach to change needed to disrupt the status quo of inequitable, reproductive schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01