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Race Frames in Education: Structuring Inequality and Opportunity in a Changing Society [Hardback]

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  • Formāts: Hardback, 288 pages, height x width x depth: 229x152x18 mm, weight: 244 g
  • Izdošanas datums: 24-Jun-2022
  • Izdevniecība: Teachers' College Press
  • ISBN-10: 0807766836
  • ISBN-13: 9780807766835
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Race Frames in Education: Structuring Inequality and Opportunity in a Changing SocietyPalielināt
  • Formāts: Hardback, 288 pages, height x width x depth: 229x152x18 mm, weight: 244 g
  • Izdošanas datums: 24-Jun-2022
  • Izdevniecība: Teachers' College Press
  • ISBN-10: 0807766836
  • ISBN-13: 9780807766835
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780807766835.html
Keywords:
"Race Frames in Education offers a unique analysis centered on the concept of racial projects-a way of thinking not only about systems of racial domination and subjugation, but also of resistance. Chapter authors underscore how racial projects advance equity or reproduce inequality for Latinx, immigrant and undocumented immigrant, Asian American, and African American populations"--

"Race Frames in Education offers a unique analysis centered on the concept of racial projects-a way of thinking not only about systems of racial domination and subjugation, but also of resistance. Chapter authors underscore how racial projects advance equity or reproduce inequality for Latinx, immigrant and undocumented immigrant, Asian American, and African American populations"--ity or reproduce inequality for Latinx, immigrant and undocumented immigrant, Asian American, and African American populations"--

Beyond the commonplace inequalities that many minoritized youth face in the United States, the post-Trump contemporary moment has created rampant racialized material and symbolic violence occurring against Latinx, immigrant and undocumented immigrant, Asian American, and African American populations. Race Frames in Education advances the conversation about racial equity in educational contexts with a unique analysis centered on the concept of racial projects—a way of thinking not only about systems of racial domination and subjugation, but also of resistance. Chapter authors center racial analyses across multiple educational and community-based settings to underscore how racial projects advance equity or reproduce inequality. This much-needed anthology addresses a pressing issue in society: how to center race and expose systemic racism in order to transform communities, schooling, and educational policies. It challenges white dominance in education and social policy and practice in order to understand the material effects of race, racism, and white supremacist logic on minoritized populations.

Book Features:

  • Narratives that center the voices and grassroots-level resistance of underrepresented groups.
  • An examination of anti-immigrant policies and surveillance into communities that perpetuate the school to prison/deportation pipeline.
  • Empirical studies grounded in race frames, demonstrating the impact of race, systemic racism, whiteness, racialization, racial ideology, and dynamics on youth.
  • An underscoring of the interdisciplinary research, especially sociological and educational studies, that center racial analysis, equity, and advocacy efforts.

Recenzijas

"In Race Frames, the contributors frame units of analysis as racial projects to cut through the best intentions of equity-driven policies and practices, and observe how they often implicitly reproduce racialized/ing inequality. (The book) is particularly timely in this way, as equity language has become increasingly hegemonic in education and susceptible to being appropriated to justify policies, pedagogies, and forms of care that harm racially marginalized youth."Teachers College Record

"This is an excellent book that can be a resource for readers of all educational levels interested in racial issues in US education."CHOICE

Introduction: Race Frames in Education 1(18)
Sophia Rodriguez
Gilberto Q. Conchas
Victor DeAlba
Race Frames in Education
4(2)
Racial Projects in Education Around Three Themes
6(2)
Organization of the Anthology
8(4)
Paving New Directions
12(7)
PART I RACE-CONSCIOUS THEORIES, RACIAL PROJECTS, AND THEIR EFFECTS
1 Normalization, Problematization, and Racialization: A Conceptual Framework for Understanding Latinx Undocumented Youth Experiences in the United States
19(22)
Sophia Rodriguez
Marina Lambrinou
Jeremy Acree
Introduction
19(3)
Racial Formation Theory, Racialization, and Latinx Groups in the United States
22(4)
Explaining Our Framework
26(3)
Linking Norms, Problems, and Racialization in the Context of Migrant Newcomers
29(2)
Crimmigration, Status Impact/Enforcement, and Undocumented Youth
31(3)
Discussion and Implications of the Racialization of Immigration Status
34(2)
Conclusion
36(5)
2 A Critical (Re)visioning of School Integration: A Framework for Examining and Dismantling Barriers to Educational Opportunity
41(22)
Sarah W. Walters
Sarah Diem
Looking Back to Understand the Current Desegregation Context, School (Re)segregation, and School Choice
43(5)
Thinking With Three Theories to Situate School Integration
48(6)
New Approach to School Integration
54(2)
Conclusion
56(7)
3 Unpacking the Racial Possibilities of AB 705 in California: Can a Raceless Policy Address the Racialized Problem of Developmental Education?
63(23)
Adrian Trinidad
Eric R. Felix
Developmental Education in Community Colleges
65(1)
California's Policy Approach to Dismantling Developmental Education
66(1)
Using Critical Theory to Study Policy
67(2)
How We Analyzed Documents
69(2)
What We Found
71(2)
The Rhetoric of Race: Omitting Race in Legislative Mandates and Implementation Guidance
73(3)
Discussion of the Racialized Problem of Developmental Education
76(3)
Conclusion
79(7)
4 Reporters as Policy Actors Shaping Racial Projects: A Critical Discourse Analysis of Evening Television News Coverage of the DREAM Act of 2010
86(25)
Ruth M. Lopez
Introduction
86(2)
Immigrant Portrayals in the Media
88(3)
Understanding Immigration as a Racial Project
91(1)
A Critical Discourse Analysis of the Dream Act of 2010
92(3)
Reporters as Policy Actors Shaping Racial Projects
95(10)
Conclusion
105(6)
PART II RACIAL PROJECTS IN EVERYDAY LIVES IN COMMUNITIES AND SCHOOLS
5 Framing and Containing Ethnic Studies in Southern California Schools: Between Add-On, Power-Evasive Programs and Transformational Intersectional Ethnic Studies
111(21)
Gilda L. Ochoa
Enrique C. Ochoa
Ethnic Studies and Legacies of Struggle in Schools
112(2)
Barriers to Ethnic Studies in K-12 Education
114(1)
Community-Engaged Methodological Approach
115(1)
From Multicultural Power Evasion to an Intersectional, Transformative Approach
116(11)
Conclusion
127(5)
6 First-Generation College-Going Asian American and Chicana/o/x Students: Understanding Perceptions of Inequality as Racial Projects
132(22)
Socorro E. Cambero
Leticia Oseguera
Gilberto Q. Conchas
Introduction
132(1)
Racialized Inequality, Within-Group Heterogeneity, and Gendered Axes of Inequality
133(3)
The Racialization of Asian Americans and Chicana/o/xs
136(1)
The Case Study Research Process
137(2)
Overall Perceptions of Inequality as Racial Projects
139(8)
Revisiting the Theory of Racial Formation
147(2)
Conclusion
149(5)
7 White Women and the Limits of Critical Racial Literacy
154(23)
Rhianna K. Thomas
Kindel Turner Nash
The White Racial Frame
154(1)
White Teachers and Critical Racial Literacy
155(1)
White Teachers Attempting to Teach Counter to Racism
156(1)
White Professors and Antiracist Teacher Education
157(1)
Antiracist Pedagogies
158(1)
Our Methodological Approach
158(3)
Rhianna's Study
161(5)
Kindel's Study
166(3)
Looking at the Two Studies Together
169(1)
Where Do We Go From Here?
170(1)
Conclusion
171(6)
PART III RACIAL PROJECTS AS SOURCES OF RESISTANCE IN COMMUNITIES AND SCHOOLS
8 PollCE in Schools: Immigration Enforcement as a Racial Project and Opportunities for Resistance
177(19)
Felicia Arriaga
Review of the Literature of the History of Law Enforcement in Schools
178(6)
The Methodological Approach
184(1)
Findings
185(6)
Conclusion
191(5)
9 Always in the Middle: Black Mixed-Race Youth Narratives About Our Monoracial World
196(20)
Joy Howard
What the Research Says About Black Mixed-Race Youth
197(3)
Theories and Concepts Related to Black Mixed-Race Youth
200(2)
Case Studies About Black Mixed-Race Youth Experiences
202(2)
Youth Participants' Self-Descriptions and Comments on Reflected Appraisals
204(2)
Proof, Styles, and Relationships
206(3)
Making Sense of the Stories
209(3)
Conclusion
212(4)
10 "No Margin for Error": Racialization Along the Transition to Higher Education
216(20)
Jorge Ballinas
A Racial Analysis of Educational Constraints and Resources
216(3)
Interviewing Mexican-Origin Students
219(2)
Constraints: "The High School Was Not Invested in Making Sure all of Their Students Go to College"
221(4)
Resources: "Both of My Parents Were Always Supportive of Me Going to College. But They Didn't Know the Specifics"
225(5)
Turning Negative Experiences With Racialization Into Positive Educational Outcomes
230(3)
Conclusion
233(3)
11 Nuestra Cultura, Our Culture, as Racial Project: Mexican and Guatemalan Immigrant Mothers Negotiating Latinx Identity in a Parent Education Program
236(25)
Katherine C. Rodela
Racialization Theory
237(2)
Latinx Parent Engagement in Schools: Projects of Racialization and Resistance
239(3)
Studying the Vamos al Kinder Program
242(3)
Findings From the La Cultura Workshops
245(5)
Nuestra Cultura as an Antiracist Project
250(4)
Study Implications and Limitations
254(1)
Conclusion
255(6)
Notes 261(4)
Index 265(12)
About the Contributors 277
Sophia Rodriguez is an assistant professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park. Her scholarly work appears in Anthropology & Education Quarterly, Teachers College Record, and Urban Education among other outlets. Gilberto Q. Conchas is the Wayne K. & Anita Woolfolk Hoy Endowed Professor at The Pennsylvania State University. His books include The Color of Success: Race and High-Achieving Urban Youth, Cracks in the SchoolyardConfronting Latino Educational Inequality, and Streetsmart Schoolsmart: Urban Poverty and the Education of Adolescent Boys.