White Privilege and Power in the NYS Opt-Out Movement

Autor/in	Rivera-McCutchen, Rosa L.
Titel	White Privilege and Power in the NYS Opt-Out Movement
Quelle	In: Teachers College Record, 123 (2021) 5, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Whites; Power Structure; Standardized Tests; Educational Assessment; Activism; Organizations (Groups); Racial Bias; Racial Discrimination; High Stakes Tests; Critical Theory; Race; Equal Education; New York + Suchen Sie Ihr Suchwort? White; Weißer; Standadised tests; Standardisierter Test; Education; assessment; Bewertungssystem; Aktivismus; Politischer Protest; Racial discrimination; Rassismus; Racial bias; Kritische Theorie; Rasse; Abstammung
Abstract	Background: Part of a special issue on the high-stakes testing opt-out movement, this article focuses its analysis on the movement within New York State, and examines white privilege and power within one specific organization, the NYS Allies for Public Education (NYSAPE). Specifically, I examine how the public-facing work of NYSAPE addressed (or ignored) race and/or racism in their efforts to resist high-stakes testing. I also ask, in what ways do their public stances affirm and reinforce white privilege and power? Purpose: I explore the opt-out movement in New York State, and argue that it is a movement that has been largely dominated by white privilege and power. Employing critical race theory (CRT; Bell, 1980, 1992) as analytical and methodological tools (DeCuir & Dixson, 2004; Yosso & Solórzano, 2002), I briefly examine the development and policy positions of NYSAPE, a coalition of grassroots parent, educator and community organizations. Research Design: This qualitative case study focuses on NYSAPE and employs critical race theory as a methodological and analytical framework, with specific emphasis on whiteness as property (power) and interest convergence. Conclusions/Recommendations: The paper aims to engage the opt-out movement in considering how its (in)actions are shaped by racism, a deeply entrenched element in our society, and pushes the movement to take a more liberatory stance for all children. Leaders within the opt-out movement, particularly in predominantly white and middle- to upper-class communities, have to examine their complicity in perpetuating racial inequities. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01