Race and the Politics of Educational Exclusion: Explaining the Persistence of Disproportionate Disciplinary Practices in an Urban School District

Autor/inn/en	Wilson, Marguerite Anne Fillion; Yull, Denise Gray; Massey, Sean G.
Titel	Race and the Politics of Educational Exclusion: Explaining the Persistence of Disproportionate Disciplinary Practices in an Urban School District
Quelle	In: Race, Ethnicity and Education, 23 (2020) 1, S.134-157 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2018.1511535
Schlagwörter	Critical Theory; Race; Urban Schools; School Districts; Minority Group Students; Racial Bias; Ethnicity; Social Bias; Whites; Power Structure; Discipline; Student Behavior; Racial Differences; Elementary Secondary Education; Suspension; Poverty; Expulsion; New York + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Racial discrimination; Rassismus; Ethnizität; White; Weißer; Disziplin; Student behaviour; Schülerverhalten; Rassenunterschied; Ausschluss; Schulausschluss; Armut; Relegation
Abstract	Educational research has established a link between zero tolerance disciplinary policies and increases in racial disproportionality in suspensions and expulsions of students of color. This article reports on a critical ethnography of Rivertown, a school district with urban characteristics, where we have been working with parents of color whose children are subjected to exclusionary discipline. Using the framework of Critical Race Theory in education, specifically Derrick Bell's interest-convergence principle, we argue that several interrelated barriers prevent movement toward racial equity: a culture of colorblindness and white fragility that silences race talk; contested definitions of the problem that obfuscate its racialized nature; and the persistence of a zero tolerance framework even with the implementation of a restorative justice pilot. We conclude by discussing our ongoing strategies for creating interest-convergence between White power-holders and communities of color in Rivertown. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01