Teaching Affirmative Action in the Classroom: Locating Justice and Interrogating Meritocracy

Autor/in	Tran, Hoang Vu
Titel	Teaching Affirmative Action in the Classroom: Locating Justice and Interrogating Meritocracy
Quelle	In: Critical Questions in Education, 11 (2020) 2, S.101-118 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3607
Schlagwörter	Affirmative Action; Social Justice; Social Systems; Ability; Intelligence; Access to Education; Higher Education; Court Litigation; Selective Admission; College Entrance Examinations; Grade Point Average; Racial Bias; Racial Discrimination; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Social system; Soziales System; Fähigkeit; Fertigkeit; Intelligenz; Klugheit; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rechtsstreit; Bildungsselektion; Aufnahmeprüfung; Racial discrimination; Rassismus; Racial bias; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Affirmative action in education is once again in the media and cultural spotlight. The Trump administration, along with a decidedly rightward shift on the Supreme Court, signal a bleak outlook for affirmative action policies in higher education. However, as educators, we can also use this historical moment to have robust and critical conversations in our classrooms centered on advancing justice and interrogating the polemics of meritocracy--a concept that undergirds much of the affirmative action narrative. This paper seeks to provide social justice-oriented educators with the critical tools necessary to have meaningful classroom conversations about the historical and contemporary narrative of the affirmative action debate. (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01