Education Reform as Moral Disengagement: The Racist Subtext of the State Takeover of Little Rock School District

Autor/in	Clement, R. Davis, II
Titel	Education Reform as Moral Disengagement: The Racist Subtext of the State Takeover of Little Rock School District
Quelle	(2018), (219 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The College of William and Mary
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4384-3918-4
Schlagwörter	Hochschulschrift; Dissertation; Moral Values; Moral Development; School Districts; Educational Change; Race; African American Students; Minority Group Students; State Departments of Education; Instructional Leadership; Principals; Educational Policy; Arkansas (Little Rock) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Moral value; Ethischer Wert; Moralische Entwicklung; School district; Schulbezirk; Bildungsreform; Rasse; Abstammung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Kultusministerium; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Politics of education; Bildungspolitik
Abstract	Public support for market-based education reforms persists despite evidence that these reforms exacerbate the educational marginalization of Black and Brown students. Even among Democrats and ostensibly equity-minded policy actors, support for reforms like charter schools is widespread. How do people come to support racially stratifying policies despite their supposed commitment to ethic of social justice? The purpose of this study was to investigate the relationship between the theories of unconscious racism (Lawrence, 1995a) and moral disengagement (Bandura, 1999) in the state takeover of a majority Black school district by a majority white state government. Methods included a critical race analysis of "Doe v. Arkansas Department of Education" (2016) and a critical discourse study of the state takeover speech of elite white policy actors. Findings included two parallel appeals: to the legal precedent on which Lawrence based the theory of unconscious racism, from the court in "Doe v. DOE"; and to the mechanisms of moral disengagement, from white policy actors justifying the takeover. It is therefore plausible that public support for racist education policies is a result of morally disengaging policy rhetoric, and that these policies are protected by strict legal obstacles to discrimination claims. Recommendations include increased political involvement on the part of school leaders, including principals; further critical policy studies of pre-adoption policy discourse and policy outcomes; and deeper interdisciplinary investigation of the moral disengagement of individual policy actors and citizens in an education policy arena. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01