从一所学校的搬迁和重返社会举措看多样性失调

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Deena Khalil, E. Brown
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引用次数: 4

摘要

目的:本文描述了一所特许学校的“多样性”倡议——搬迁到一个种族和社会经济多样化的地方——旨在让因绅士化而流离失所的少数族裔学生重新融入社会。研究设计:我们采用关键种族定量交叉性来构建对学生入学、城市人口普查和家长调查数据的描述性分析,这些数据描述了学校搬迁后产生的学生人口统计数据。我们利用植根于批判性种族理论的反种族主义框架的目标是:a)通过跨部门数据挖掘量化“种族中立”改革的种族主义物质影响,b)打破在没有批判性分析的情况下让“数字不言自明”的观念,以及c)从跨学科的角度揭示在多样性的幌子下隐藏的白人模式。调查结果:我们的调查结果强调了学校机构在实施旨在让失去机会的少数族裔学生重新融入社会的“多样性”政策方面的局限性。虽然搬迁使学生人口种族多元化,但该政策未能使该地区历史上的少数族裔人口重新融入社会。这种排斥既限制了谁有权使用和享受学校,又加强了学校的地位和声誉,从而巩固了学校的白人财产地位。含义:我们将多样性不和谐概念化为一个框架,它挑战了描述当前学校人口统计的单一非历史标准,并呼吁领导人和政策制定者在考虑少数族裔学生进入项目和学校的机会时,对如何解释多样性结构提出问题。多样性失调将多样性从一种纯粹的包容性修辞定位为一种排斥性修辞,在这种修辞中,有限的接触强化了地位——模仿而不是并置白人。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative
Purpose: This article describes one charter school’s ‘diversity’ initiative—a relocation to a racially and socioeconomically diverse site—intended to reintegrate minoritized students displaced by gentrification. Research Design: We employ Critical Race Quantitative Intersectionality to frame the descriptive analyses of student enrollment, city census, and parent survey data that narrates the resulting student demographics after a school’s relocation. Our goal in utilizing an anti-racist framework rooted in Critical Race Theory is to a) quantify the racist material impact of “race-neutral” reform through intersectional data mining, b) disrupt the notion of letting “numbers speak for themselves” without critical analysis, and c) taking a transdisciplinary perspective to reveal the hidden patterns of whiteness under the guise of diversity. Findings: Our findings highlight the limits of a school’s agency to implement ‘diversity’ policies aimed at reintegrating minoritized students displaced from opportunity. While the relocation racially diversified the student population, the policy failed to reintegrate the district’s historically minoritized population. This exclusion both limited who had the right to use and enjoy the school and reinforced the school’s status and reputation, thus cementing its whiteness as property. Implications: We conceptualize diversity dissonance as a framework that challenges the unary ahistorical criteria that describe current school demographics, and calls for leaders and policymakers to problematize how the construct of diversity is interpreted when considering minoritized students’ access to programs and schools. Diversity dissonance situates diversity from solely an inclusive rhetoric to an exclusionary one, where limited access reinforces status—mimicking rather than juxtaposing whiteness.
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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