Disrupting Postsecondary Prose: Toward a Critical Race Theory of Higher Education

Autor/in	Patton, Lori D.
Titel	Disrupting Postsecondary Prose: Toward a Critical Race Theory of Higher Education
Quelle	In: Urban Education, 51 (2016) 3, S.315-342 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915602542
Schlagwörter	Higher Education; Critical Theory; Race; Advantaged; Disadvantaged; Racial Bias; Educational History; Access to Education; Curriculum Development; Educational Policy; Educational Research; Social Justice; Teacher Characteristics; Intellectual Property; Institutional Characteristics; Diversity (Institutional); Educational Development + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; History of education; Bildungsgeschichte; Education; Access; Bildung; Zugang; Bildungszugang; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Soziale Gerechtigkeit; Geistiges Eigentum; Bildungsentwicklung
Abstract	Ladson-Billings and Tate ushered critical race theory (CRT) into education and challenged racial inequities in schooling contexts. In this article, I consider the role CRT can play in disrupting postsecondary prose, or the ordinary, predictable, and taken for granted ways in which the academy has functioned for centuries as a bastion of racism and White supremacy. I disrupt racelessness in education, but focus primarily on postsecondary contexts related to history, access, curriculum, policy, and research. The purpose of this article is to commemorate and extend Ladson-Billings and Tate's work toward a CRT of higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01