"That Racism Thing": A Critical Race Discourse Analysis of a Conflict over the Proposed Closure of a Black High School

Autor/inn/en	Briscoe, Felecia M.; Khalifa, Muhammad A.
Titel	"That Racism Thing": A Critical Race Discourse Analysis of a Conflict over the Proposed Closure of a Black High School
Quelle	In: Race, Ethnicity and Education, 18 (2015) 6, S.739-763 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2013.792798
Schlagwörter	Racial Bias; Critical Theory; Race; Discourse Analysis; Conflict; School Closing; African Americans; High Schools; Controversial Issues (Course Content); Urban Schools; Power Structure; School Community Relationship; Role of Education; Organizational Communication; Community Attitudes; Administrator Attitudes; Hermeneutics; Public Schools; Economically Disadvantaged; Neoliberalism; Interviews + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Kritische Theorie; Rasse; Abstammung; Diskursanalyse; Konflikt; School closings; Schule; Schließung; Schließung (von Schulen); Afroamerikaner; High school; Oberschule; Controversial issues; Kontroverse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Bildungsauftrag; Hermeneutik; Public school; Öffentliche Schule; Neo-liberalism; Neoliberalismus; Interviewing; Interviewtechnik
Abstract	Using critical race discourse analysis, this study examines descriptions of a heated controversy over the proposed closure of the only primarily black high school in a large urban city. Participants included community members and the district and school leaders who were key in the controversy. Based on Foucault's analysis of power we looked for conflicts in the narratives of the participants in their description of the controversy. Four strands of discursive conflict emerged: the purpose of school; the relationship of school and community; communication; and the issue of racism. Taking these four strands together, the themes found in the discourse of the community members enacted an emancipatory knowledge paradigm, while the themes found in the discourse of the administrators enacted a technical-rational, instrumental paradigm of knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01