Literaturnachweis - Detailanzeige
| Autor/inn/en | Radd, Sharon I.; Grosland, Tanetha J. |
|---|---|
| Titel | Desegregation Policy as Social Justice Leadership?: The Case for Critical Consciousness and Racial Literacy |
| Quelle | In: Educational Policy, 32 (2018) 3, S.395-422 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0895-9048 |
| DOI | 10.1177/0895904816637686 |
| Schlagwörter | Social Justice; School Desegregation; Desegregation Methods; State Policy; Policy Analysis; Race; Racial Discrimination; Consciousness Raising; Educational History; Demography; Enrollment Trends; Discourse Analysis; Leadership Styles; Institutional Characteristics; Failure; Educational Administration; Elementary Secondary Education; Minnesota |
| Abstract | Policy making can be viewed as a large-scale attempt at social justice leadership intended to address vast inequities that persist and are perpetuated in the U.S. K-12 education system. The study examines the text of the Minnesota Desegregation Rule to discern its underlying discourses as they relate to race, racism, and social justice. The findings highlight discursive practices that undermine social justice progress and antiracist efforts, demonstrating how well-intended social justice efforts can go awry without active engagement of critical lenses. The article argues that critical consciousness and racial literacy are essential in social justice and antiracist policy making and educational leadership. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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