The “New Racism” of K–12 Schools: Centering Critical Research on Racism
The “New Racism” of K–12 Schools: Centering Critical Research on Racism
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K-12 学校的“新种族主义”：以种族主义批判研究为中心
DOI：
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Arturo Nevárez
中科院分区：
文献类型：
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作者：
Rita Kohli;Marcos Pizarro;Arturo Nevárez
虽然“黑人的命也是命”等运动的组织努力以及对唐纳德·特朗普总统充满仇恨的政策和言论的回应加剧了公众对种族主义的讨论，但对教育领域种族压迫机制的关注却少得多。相反，在K-12教育研究中，暗示种族差异但与结构分析脱节的概念化继续盛行。在本章中，我们的目标是通过集中当前的研究，使K-12学校中种族主义的正常化方面可见，挑战种族主义中立和回避种族主义的方法来研究种族差异。在筛选了4000多篇研究教育研究中种族不平等问题的文章后，我们总共审查了186项以美国为重点的、以K-12学校为背景的研究种族主义的研究。当我们对这些文献进行分类时，我们建立了一个“新种族主义”理论——比过去的种族主义更加隐蔽和隐蔽——并将这些文章分为两个主要部分：(1)揭示种族主义在有色人种学生生活中的持久性和重要性的研究，通过我们概念化的(a)逃避种族主义，(b)“反种族主义”种族主义，(c)日常种族主义和(2)通过种族扫盲和有色人种社区的抵抗来对抗种族主义的研究。在我们的结论中，我们对教育研究的未来方向提出了建议，包括在我们关注K-12有色人种学生的经历和需求时更直接地承认种族主义。
While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K–12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K–12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K–12 school context that examine racism. As we categorized the literature, we built on a theory of the “new racism”—a more covert and hidden racism than that of the past—and grouped the articles into two main sections: (1) research that brings to light racism’s permanence and significance in the lives of students of Color through manifestations of what we conceptualize as (a) evaded racism, (b) “antiracist” racism, and (c) everyday racism and (2) research focused on confronting racism through racial literacy and the resistance of communities of Color. In our conclusion, we articulate suggestions for future directions in education research that include a more direct acknowledgement of racism as we attend to the experiences and needs of K–12 students of Color.
影响因子：
16.4
作者：
FISKE, ST
通讯作者：
FISKE, ST