Achievement as White Settler Property: How the Discourse of Achievement Gaps Reproduces Settler Colonial Constructions of Race

Autor/in	Barrero Jaramillo, Diana M.
Titel	Achievement as White Settler Property: How the Discourse of Achievement Gaps Reproduces Settler Colonial Constructions of Race
Quelle	In: Education Policy Analysis Archives, 31 (2023) 13, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Barrero Jaramillo, Diana M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Achievement Gap; Racial Factors; Colonialism; Whites; Power Structure; Academic Ability; Critical Race Theory; Discourse Analysis; Ownership; Civil Rights; Indigenous Populations; Equal Education; Educational Policy; Blacks; African American Students; Minority Group Students; Canada (Toronto) + Suchen Sie Ihr Suchwort? Ausland; Kolonialismus; White; Weißer; Diskursanalyse; Eigentum; Bürgerrechte; Grundrechte; Zivilrecht; Sinti und Roma; Politics of education; Bildungspolitik; Black person; Schwarzer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	Racialized narratives of academic ability, perpetuated by ahistorical interpretations of student performance data, have led to educational policies focusing on short-term solutions, instead of the ongoing legacies of racism and settler colonialism. The aim of this paper is to show how the racially defined achievement gap operates within the structure of settler colonialism. Informed by theories of settler colonialism (Tuck & Yang, 2012, Veracini, 2010) and critical race theory (Harris, 1993; Ladson-Billings & Tate, 1995), I closely examine some Toronto District School Board documents that address the so-called achievement and opportunity gaps. Using critical discourse analysis, this paper shows how the notion of achievement is racialized to protect white settler property rights, and how the discourse of achievement gaps functions as a settler technology to concurrently include and exclude individuals from the settler project. Understanding the settler colonial constructions of race brings to the foreground the relations between Indigenous erasure, anti-Blackness, and othering of racialized communities within the contemporary multicultural nation (Haque, 2012; Tuck & Gorlewski, 2016). (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01