Softly, Softly: Genetics, Intelligence and the Hidden Racism of the New Geneism

Autor/in	Gillborn, David
Titel	Softly, Softly: Genetics, Intelligence and the Hidden Racism of the New Geneism
Quelle	In: Journal of Education Policy, 31 (2016) 4, S.365-388 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2016.1139189
Schlagwörter	Genetics; Intelligence; Intelligence Quotient; Racial Bias; Nature Nurture Controversy; Achievement Gap; Racial Differences; Educational Policy; Critical Theory; Race; Misconceptions; Twins; Research Problems; Research Methodology; Scores; Foreign Countries; Racial Discrimination; Scholarship; Scientific Methodology; Heredity; Discourse Analysis; United Kingdom; United States + Suchen Sie Ihr Suchwort? Humangenetik; Intelligenz; Klugheit; Intelligenzquotient; Racial discrimination; Rassismus; Umweltdebatte; Rassenunterschied; Politics of education; Bildungspolitik; Kritische Theorie; Rasse; Abstammung; Missverständnis; Twin; Zwilling; Forschungskritik; Research method; Forschungsmethode; Ausland; Racial bias; Scholarships; Stipendium; Erblichkeit; Diskursanalyse; Großbritannien; USA
Abstract	Crude and dangerous ideas about the genetic heritability of intelligence, and a supposed biological basis for the Black/White achievement gap, are alive and well inside the education policy process but taking new and more subtle forms. Drawing on Critical Race Theory, the paper analyses recent hereditarian writing, in the UK and the USA, and highlight a strategy that I term "racial inexplicitness"; this allows hereditarian advocates to adopt a colorblind façade that presents their work as new, exciting and full of promise for all of society. The paper is in two parts: the first exposes the racism that lies hidden in the small print of the new geneism, where wildly misleading assertions about genetic influences on education are proclaimed as scientific fact while race-conscious critics are dismissed as ignorant ideologues. The second part of the paper sets out critical facts about the relevant science, including the difference between the mythic and real meaning of heritability; fundamental problems with the methodology of twin studies; the little-known history of IQ test score manipulation; and the continuing use of a stylistic approach that Howard Gardner characterized as "scholarly brinkmanship." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01