"My Eyes Were Opened to the Lack of Diversity in Our Best Schools": Re-Conceptualizing Competitive School Choice Policy as a Racial Formation

Autor/in	Rodriguez, Sophia
Titel	"My Eyes Were Opened to the Lack of Diversity in Our Best Schools": Re-Conceptualizing Competitive School Choice Policy as a Racial Formation
Quelle	In: Urban Review: Issues and Ideas in Public Education, 49 (2017) 4, S.529-550 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-017-0415-z
Schlagwörter	Student Diversity; Competition; School Choice; Educational Policy; Activism; Youth; Racial Bias; Ethnography; Neoliberalism; Educational Change; Resistance to Change; Equal Education; Selective Admission; Enrollment; High Schools; Racial Composition; Educational Practices; Minority Group Students + Suchen Sie Ihr Suchwort? Wettkampf; Choice of school; Schulwahl; Politics of education; Bildungspolitik; Aktivismus; Politischer Protest; Jugend; Jugendlicher; Jugendalter; Racial discrimination; Rassismus; Ethnografie; Neo-liberalism; Neoliberalismus; Bildungsreform; Bildungsselektion; Einschulung; High school; Oberschule; Bildungspraxis
Abstract	This article documents minority youth sense-making around the concept of diversity and the founding of a youth activist group that seeks spaces for policy thinking and protesting against racial inequalities in selective enrollment schools. Utilizing the sociological theory of racial formation and the concept of racial projects (Omi and Winant in "Racial formation in the United States," 3rd edn, Routledge, New York, 2014), this article draws on data from a critical ethnography. The author argues that youth activists offer a critical perspective for researchers and policy-makers in the face of neoliberal school choice policy. Findings reveal that youth activists understand a lack of diversity as racial imbalance in high status schools, and that they expose structural inequalities that are embedded in policy structures and processes such as selective enrollment high schools. Implications are discussed to show how re-conceptualizing policy as a racial formation can bring structural and institutional racist practices into view in hopes of transforming district policies to offer access to high quality schools for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01