Educated in Whiteness: Good Intentions and Diversity in Schools
Educated in Whiteness: Good Intentions and Diversity in Schools
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白化教育：学校的良好意愿和多样性
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
A. Castagno
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文献类型：
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作者：
A. Castagno
在《白人的教育》中，安吉丽娜·E。卡斯塔尼奥揭示了一个教育系统的破坏性影响，要求其中的人是“好”高于一切。文本的中心论点，即目前的做法，以多样性教育在美国实际上是永久的工作，白，是成功的发展和支持整个书。民族志研究进行了作者在两个文化和社会经济不同的高中在犹他州学区内进行了分析，根据关键的种族和白人教育理论。这一文本集中关注那些试图通过隐藏在良好意图背后并拒绝考虑其不知情援助的有害后果来免除自己及其机构对教育不平等的责任的人。卡斯塔尼奥的结论是，教育者、行政人员和政策制定者继续拒绝承认白人对美国多样性政策的设计和实施的影响，这是他们未能采取实质性行动实现社会公正的教育改革的核心。
In Educated in Whiteness, Angelina E. Castagno reveals the damaging effects of an education system that requires those within it to be ‘nice’ above all else. The central thesis of the text, that current approaches to diversity education in the United States are actually perpetuating the work of whiteness, is successfully developed and supported throughout the book. Ethnographic research conducted by the author in two culturally and socioeconomically different high schools within a Utah school district is analysed according to critical race and whiteness theories of education. This text shines a spotlight on those who seek to absolve themselves and their institutions of responsibility for educational inequities by hiding behind good intentions and refusing to consider harmful outcomes of their illinformed assistance. Castagno concludes that educators’, administrators’ and policy makers’ continued refusal to recognise the impacts of whiteness on the design and implementation of US diversity policies is at the core of their failure to take substantive action towards socially just educational reform.