Literaturnachweis - Detailanzeige
Autor/inn/en | Allen, Ricky Lee; Liou, Daniel D. |
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Titel | Managing Whiteness: The Call for Educational Leadership to Breach the Contractual Expectations of White Supremacy |
Quelle | In: Urban Education, 54 (2019) 5, S.677-705 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0042-0859 |
DOI | 10.1177/0042085918783819 |
Schlagwörter | Racial Bias; Social Attitudes; Whites; Social Bias; Racial Segregation; Educational Administration; Leadership Responsibility; Urban Schools; Minority Group Students; Teacher Expectations of Students; High Schools; Equal Education; Small Schools; High School Students; California Racial discrimination; Rassismus; Social attidude; Soziale Einstellung; White; Weißer; Rassentrennung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Kalifornien |
Abstract | Judge Robert Carter of the National Association for the Advancement of Colored People (NAACP) argued that White supremacy is the leading cause of de facto segregation. However, White supremacy is still undertheorized in educational leadership. Through the lens of Charles Mills' racial contract, this article interprets a controversy surrounding White teachers' expectations in a racially integrated high school. White supremacy operates in schools in the following ways: (a) meritocracy as property, (b) institutional violence as colonialism, and (c) racial othering as racial selfing. This article calls upon school leaders to "manage" Whiteness and disrupt the racial contract as a strategy to confront structural racism in urban schooling. (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 |