Normalizing Race in (Gifted) Education: Genomics and Spaces of White Exceptionalism

Autor/in	Martschenko, Daphne Oluwaseun
Titel	Normalizing Race in (Gifted) Education: Genomics and Spaces of White Exceptionalism
Quelle	In: Critical Studies in Education, 64 (2023) 1, S.67-83 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martschenko, Daphne Oluwaseun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2021.1978517
Schlagwörter	Academically Gifted; Gifted Education; Genetics; Equal Education; Racism; Ideology; Racial Differences; Educational Attainment; Intelligence; Governance; Biological Sciences; Intelligence Tests; Cognitive Ability; Environmental Influences + Suchen Sie Ihr Suchwort? Humangenetik; Rassismus; Ideologie; Rassenunterschied; Bildungsabschluss; Bildungsgut; Intelligenz; Klugheit; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Abwasserbiologie; Intelligence test; Intelligenztest; Denkfähigkeit; Environmental influence; Umwelteinfluss
Abstract	This paper utilizes the concept of 'discriminate biopower' to explore how advancements in social and behavioral genomics might inform the racially exclusionary nature of one of the most inequitable and academically coveted environments in American public education: gifted education. In its birth, gifted education became a mechanism for regulating the politics of race and equity in the American education system. Underpinning gifted education's contested history is the conflation of Whiteness with exceptionalism and the proliferation of false genetic ideologies about biological differences between races. Genetics and education are re-intersecting today as social and behavioral genomics examine whether, how, and why genetic differences between individuals relate to differences in characteristics such as educational attainment or intelligence. This paper identifies three mechanisms through which social and behavioral genomics might be recruited for biopolitical governance strategies that maintain or exacerbate the racially exclusionary nature of gifted education: distractionism, determinism, and sociopolitical invisibility. Although these mechanisms are not predestined, researchers will need to employ proactive and socially responsible collaboration and communication to prevent genomics from normalizing racial exclusion in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01