Racism as Policy: A Critical Race Analysis of Education Reforms in the United States and England

Autor/in	Gillborn, David
Titel	Racism as Policy: A Critical Race Analysis of Education Reforms in the United States and England
Quelle	In: Educational Forum, 78 (2014) 1, S.26-41 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2014.850982
Schlagwörter	Racial Bias; Race; Educational Change; Foreign Countries; Neoliberalism; Academic Achievement; Critical Theory; Educational Legislation; Case Studies; Global Approach; Ethnicity; Special Needs Students; Lunch Programs; Hispanic Americans; Political Influences; Social Influences; Academic Standards; Racial Differences; Arizona; United Kingdom (England) + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Rasse; Abstammung; Bildungsreform; Ausland; Neo-liberalism; Neoliberalismus; Schulleistung; Kritische Theorie; Bildungsrecht; Schulgesetz; Case study; Fallstudie; Case Study; Globales Denken; Ethnizität; Sonderpädagogischer Förderbedarf; Mittagessen; Hispanic; Hispanoamerikaner; Political influence; Politischer Einfluss; Sozialer Einfluss; Rassenunterschied
Abstract	Critical race theory (CRT) views education as one of the principal means by which white supremacy is maintained and presented as normal in society. The article applies CRT to two real-world case studies: changes to education statutes in the state of Arizona (USA) and the introduction of a new measure of educational success in England, the English baccalaureate. The analysis highlights the globalized nature of neoliberal education reform and its fundamentally raced and racist character. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10