| Owner: |
Shelby Leigh Smith
|
| Owner Email: |
shelbysm@usc.edu
|
| Paper Title: |
Racist Logics in Educational Counter-Movements: A Critical Policy Discourse Analysis
|
| Session Title: |
Critical Analyses of Legal Decisions Across Settings (Table 32)
|
| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/13/2024
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| Presentation Location: |
Philadelphia, Pennsylvania
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| Descriptors: |
Critical Race Theory, Discourse Studies, Policy
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| Methodology: |
Qualitative
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| Author(s): |
Shelby Leigh Smith, University of Southern California; Jimmy Aguilar, University of Southern California
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| Unit: |
Division L - Educational Policies and Politics
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| Abstract: |
This study examines the semantic presentation of color evasiveness and whiteness as property in the policy documents of California Proposition 209 and Arizona HB 2281. These state-level policies serve as the focal point of this paper because they both acted as impetuses for policies across the United States that limited race-conscious educational practices. Through a Critical Race Theory informed Critical Policy Discourse Analysis of policies that spurred countermovements in P-20 education, this study provides insight into how social contexts are interpreted through and reflect racist logic to perpetuate White hegemonic values and racial subordination in education.
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| DOI: |
https://doi.org/10.3102/2104154
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