Dear "Good" Schools: White Supremacy and Political Education in Predominantly White and Affluent Suburban Schools

Autor/in	Sánchez Loza, Dinorah
Titel	Dear "Good" Schools: White Supremacy and Political Education in Predominantly White and Affluent Suburban Schools
Quelle	In: Theory Into Practice, 60 (2021) 4, S.380-391 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sánchez Loza, Dinorah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2021.1981075
Schlagwörter	Advantaged; Suburban Schools; High Schools; Whites; Ideology; Educational Practices; Politics of Education; High School Students; Racial Bias; Social Justice; Social Media; Educational Environment; Civics; Social Studies; Political Science; Citizenship Education; Socialization + Suchen Sie Ihr Suchwort? Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; High school; Oberschule; White; Weißer; Ideologie; Bildungspraxis; Educational policy; Bildungspolitik; High schools; Student; Students; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Soziale Medien; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Staatsbürgerkunde; Gemeinschaftskunde; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Socialisation; Sozialisation
Abstract	Affluent suburban high schools are often framed as success stories given their academic achievement outcomes including those on civic measures. Yet, more analyses are needed that interrogate how youth in these schools come to think and act politically. This article shifts the gaze onto these predominantly White schools to investigate the ideologies that circulate and are reproduced within educational spaces perceived as "good." This article highlights vignettes submitted to student-created Instagram accounts created in response to the protests for racial justice in the spring/summer of 2020. Drawing attention to the hostile civic environments permeating their schools, I argue that White Supremacist ideologies shape the political education occurring in these school spaces and this has implications for what young people learn about politics and their roles as citizens. Lastly, I offer a rethinking of "at risk" in education to include students in these schools with affinities toward White supremacist politics. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01