Through the Prism of Critical Race Theory: "Niceness" and Latina/o Leadership in the Politics of Education

Autor/in	Aleman, Enrique, Jr.
Titel	Through the Prism of Critical Race Theory: "Niceness" and Latina/o Leadership in the Politics of Education
Quelle	In: Journal of Latinos and Education, 8 (2009) 4, S.290-311 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
Schlagwörter	Politics of Education; Critical Theory; Race; Hispanic Americans; Discourse Analysis; Achievement Gap; Criticism; Role; Educational Policy; College Faculty; Educational Legislation; State Legislation; Religious Cultural Groups; Racial Bias; State Church Separation; Educational Experience; Utah + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Kritische Theorie; Rasse; Abstammung; Hispanic; Hispanoamerikaner; Diskursanalyse; Kritik; Rollen; Politics of education; Fakultät; Bildungsrecht; Schulgesetz; Landesrecht; Kirchliche Gruppe; Religionszugehörigkeit; Racial discrimination; Rassismus; Kirche-Staat-Beziehung; Bildungserfahrung
Abstract	Utilizing a critical race theory (CRT) framework, I conduct a rhetorical and discursive analysis of data from a study of Utah Latino/a educational and political leaders. In analyzing how participants advocate closing the achievement gaps that affect Latina/o and Chicana/o students, I find that participants' political discourse is shaped by concepts such as "niceness," "respect," and "decorum," which ultimately limits their critique and silences the experiences of students in their communities. I argue that CRT scholarship and practice frameworks play a vital role in enacting socially just policies and preparing educational leaders to engage critically in the politics of education. (Contains 8 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10