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Racism and Education: Coincidence or Conspiracy?
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TLDR
In this article, critical race theory is used to understand race inequality in education, and a new approach to an old problem is proposed to address the material reality of racial injustice in education.Abstract:
Introduction -- Critical race theory: a new approach to an old problem -- Inequality, inequality, inequality: the material reality of racial injustice in education -- Policy: changing language, constant inequality -- Assessment: measuring injustice or creating it? -- The Stephen Lawrence Case: an exception that proves the rule? -- Model minorities: the creation & significance of "ethnic" success stories -- Whiteworld: whiteness and the performance of racial domination -- Conclusion: understanding race inequality in education.read more
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Journal ArticleDOI
Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms
TL;DR: The authors analyzed 255 articles published in seven peer-reviewed journals over a 10-year period and found that racial disparities are overwhelmingly attributed to factors other than racism, scholars use semantic substitutes for "racism" and "racist", and critical race theory is rarely used for conceptual sense-making.
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Pedagogy of fear: toward a Fanonian theory of ‘safety’ in race dialogue
Zeus Leonardo,Ronald K. Porter +1 more
TL;DR: In this paper, the authors argue that the condition of "safety" around public race dialogue becomes a symbolic form of violence experienced by people of color, and that a subtle but fundamental violence is enacted in safe discourses on race, which must be challenged through a pedagogy of disruption.
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Intersectionality, Critical Race Theory, and the Primacy of Racism: Race, Class, Gender, and Disability in Education
TL;DR: The authors explored the utility of intersectionality as an aspect of critical race theory in education and concluded that intersectionality is a vital aspect of understanding race inequity but that racism retains a primacy for critical race scholars in three key ways: namely, empirical primacy (as a central axis of oppression in the everyday reality of schools), personal/autobiographical primacy, and political primacy.
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Policy as numbers: ac/counting for educational research
TL;DR: The authors provides an account and a critique of the rise of the contemporary policy as numbers phenomenon and considers its effects on policy and for educational research, focusing both on the emergent global education policy field and on the national agenda in Australian schooling and the related rise of "gap talk" both globally and nationally.
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QuantCrit: education policy, ‘Big Data’ and principles for a critical race theory of statistics
TL;DR: The authors argue that quantitative data is no less socially constructed than any other form of research material and present a conceptual critique of the field with empirical examples that expose and challenge hidden assumptions that frequently encode racist perspectives beneath the facade of supposed quantitative objectivity.