More than race? Mills, ethnicity, and education

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Winston C. Thompson
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引用次数: 0

Abstract

Building on the careful racial analyses of Charles W. Mills, this article uses the example case of Black ethnics to illustrate the general plausibility of ethnic identity as a useful political analytic category, suggesting that the absence of ethnic identity in racial analyses mutes important aspects of the lived experiences of racialized persons as individuals and in aggregation. The article establishes the possibility of ethnicity as an identity modifier, providing additional specificity to racial identity narratives. Building on these positions, the article turns to educational contexts to explore the ways in which ethnicity (as introduced in the preceding sections) stands to offer additional specificity to justice-oriented analyses of educational policy and practice.
不仅仅是种族?米尔斯、种族和教育
在Charles W.Mills仔细的种族分析的基础上,本文以黑人种族为例,说明种族身份作为一个有用的政治分析类别的普遍合理性,表明种族分析中缺乏种族身份掩盖了种族化者作为个体和群体的生活经历的重要方面。这篇文章确立了种族作为身份修饰语的可能性,为种族身份叙事提供了额外的特异性。在这些立场的基础上,文章转向教育背景,探讨种族(如前几节所述)如何为教育政策和实践的公正分析提供更多的具体性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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