(Re)Creating the Script: A Framework of Agency, Accountability, and Resisting Deficit Depictions of Black Students in P-20 Education

Autor/inn/en	Williams, Krystal L.; Coles, Justin A.; Reynolds, Patrick
Titel	(Re)Creating the Script: A Framework of Agency, Accountability, and Resisting Deficit Depictions of Black Students in P-20 Education
Quelle	In: Journal of Negro Education, 89 (2020) 3, S.249-266 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Preschool Education; Elementary Secondary Education; Postsecondary Education; African American Students; Racial Bias; Negative Attitudes; Accountability; Educational Research; Educational History; Racial Discrimination; United States History; Curriculum; Equal Education; Ethnic Stereotypes; Student Empowerment; Social Capital; Social Justice; Whites; Social Attitudes + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Post-secondary education; Tertiäre Bildung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Negative Fixierung; Verantwortung; Bildungsforschung; Pädagogische Forschung; History of education; Bildungsgeschichte; Racial bias; Curricula; Lehrplan; Rahmenplan; National stereotype; Nationales Stereotyp; Studienberechtigung; Sozialkapital; Soziale Gerechtigkeit; White; Weißer; Social attidude; Soziale Einstellung
Abstract	Historically, education research and practice has failed to accentuate the factors that promote Black student success and, instead, produced deficit-centered narratives that focused on Black students' academic underachievement and challenges. These dominant narratives have negatively influenced Black students' experiences and there is a need for an alternate lens that does not reduce the Black academic experience to one of challenge and underperformance. As various stakeholders work to unhinge inequitable power structures within education, it is important that we critically examine the ways in which current education research and practice perpetuate narratives rooted in racist logic. Accordingly, this article interrogates that question and examines how historical racial biases continue to afflict Black students. Also, the authors examine research concerning Black student agency as a counter to marginalizing depictions. Furthermore, conceptual guidance (i.e., The Aftermath Framework) is offered to identify, challenge, and disrupt the continuation of majoritarian narratives concerning Black students, which often restrict opportunity structures and Black students' overarching educational trajectories. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01