education policy as an act of white supremacy: whiteness, critical race theory and education reform

Journal of Education Policy Volume 20, 2005 – Issue 4 Original Articles Education policy as an act of white supremacy: whiteness, critical race theory and education reform

education policy as an act of white supremacy: whiteness, critical race theory and education reform

6. For more detail on Herrnstein and Murray’s claims, and the racist pedigree of their sources (both intellectual and financial) see Lane ( 1999 Lane, C. 1999 . “ The tainted sources of The bell curve ”. In Race & IQ: expanded edition, Edited by: Montagu, A. 408 – 424 . New York : Oxford University Press . [Google Scholar] ), Gillborn and Youdell ( 2000 Gillborn, D. and Youdell, D. 2000 . Rationing education: policy, practice, reform and equity, Buckingham : Open University Press . [Google Scholar] , p. 231) and Apple ( 2004 Apple, M. W. 2004 . Ideology and curriculum, New York : RoutledgeFalmer . [Crossref] , [Google Scholar] , pp. 198–199).
4. See also David R. Roediger ( 1992 Roediger, D. R. 1992 . The wages of whiteness: race and the making of the American working class, New York : Verso . [Google Scholar] , 1994 Roediger, D. R. 1994 . Towards the abolition of whiteness: essays on race, politics, and working class history, New York : Verso . [Google Scholar] ).

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Apologies for the obvious disruption this is causing.

Education policy as an act of white supremacy: whiteness, critical race theory and education reform
Arguing across conference tables is useless. For those of us who are concerned with the social justice project in education, our work will be done on the frontline with communities committed to change … neither race nor class exists as static phenomena.
The focus on racism in CRT does not operate to the exclusion of other forms of social inequality. Indeed, a key aspect of CRT is a concern with “intersectionality,” that is, an attempt to analyze how racism operates within and across other axes of differentiation such as social class and gender (Crenshaw, 1995; Gillborn and Youdell, 2009; Tate, 1997).

Education policy as an act of white supremacy: whiteness, critical race theory and education reform
racism awareness day and of course only a few went. I feel that the
In addition to this, Sherry Marx’s paper entitled “Regarding Whiteness: Exploring and Intervening in the Effects of White Racism in Teacher Education” contains the following: “Through various means of data collection, it became apparent that the good intentions of the participants were consistently undermined by the whiteness and the racism that influenced their beliefs about and behaviors with the children. The researcher consequently decided to intervene in the study, sharing data with participants and encouraging them to see the ways that whiteness and racism influenced their tutoring experience.”

Rogers, P. (2014). Flagging dominance: Social geographies of colonial violence in a Canadian classroom. Critical Literacy: Theories & Practice, 8(1), 36-49.
Kelly, M. G. E. (2013). Foucault, subjectivity and & techniques of the self. In C. Falzon, T. O’Leary & J. Sawicki (Eds.), A companion to Foucault (1st Ed.) (pp. 510-525). Oxford: Wiley Blackwell Publishing.

Resources:

http://discovery.ucl.ac.uk/10001654/
http://www.routledgehandbooks.com/doi/10.4324/9780203863701.ch3
http://medium.com/@djohnson1788/the-american-education-system-is-white-supremacy-legitimized-4a1c2a93e006
http://journals.library.brocku.ca/index.php/SSJ/article/view/1920
http://www.verywellmind.com/lev-vygotsky-biography-2795533