Are Formal Rules Sufficient to Counteract the Burden of History? Racial Inequality and the Historical Evolution of Formal Educational Rules in Brazil

Autor/inn/en	Britto, Ariana; Costa, Roberta; Waltenberg, Fábio
Titel	Are Formal Rules Sufficient to Counteract the Burden of History? Racial Inequality and the Historical Evolution of Formal Educational Rules in Brazil
Quelle	In: Comparative Education Review, 67 (2023) 4, S.840-860 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/726615
Schlagwörter	Racial Differences; Educational History; Blacks; Public Education; Educational Policy; Foreign Countries; White Students; Literacy; Attendance; Outcomes of Education; Racism; Racial Attitudes; Equal Education; Classification; Policy Analysis; Elementary Secondary Education; Brazil + Suchen Sie Ihr Suchwort? Rassenunterschied; History of education; Bildungsgeschichte; Black person; Schwarzer; Öffentliche Erziehung; Politics of education; Bildungspolitik; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Anwesenheit; Lernleistung; Schulerfolg; Rassismus; Rassenfrage; Classification system; Klassifikation; Klassifikationssystem; Politikfeldanalyse; Brasilien
Abstract	This article addresses the issue of racial inequality in Brazil, specifically within the education system. We present statistical data highlighting the disparities between White and Black students regarding illiteracy rates, school attendance, and learning outcomes. We argue that traditional economic frameworks have difficulty incorporating racial issues in their analyses of inequality and call for increased academic research on the subject. Our discussion shows that these disparities are perpetuated by cyclical and historical processes that produce and reproduce various forms of racism. We also introduce the concept of "racial rules" to understand better how formal and informal rules have been institutionalized and employed to promote or hinder racial equity. The article outlines a typology of racial rules, including exclusionary, inclusionary, and nonrules, and uses it to analyze the historical evolution of public education policies in Brazil. To illustrate how formal educational rules perpetuate conditions of stagnation for the Black population in education, the article examines two periods in Brazilian history. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01