Post-racial is color-blind. Une approche raciale critique de la politique éducative de l’administration Obama.
This article first notes that despite the fundamental change in the perception of racial difference that the election of the first African-American president clearly attests, race continues to be a significant factor in academic achievement and its corollary, social upward mobility. Using critical r...
में बचाया:
| में प्रकाशित: | URI:https://journals.openedition.org/rrca, |
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| मुख्य लेखक: | |
| स्वरूप: | Article ou chapitre numérique |
| भाषा: | Français |
| प्रकाशित: |
Revue de recherche en civilisation américaine
2012
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| विषय: | |
| ऑनलाइन पहुंच: | Accès Université d'Orléans et IFPM |
| सारांश: | This article first notes that despite the fundamental change in the perception of racial difference that the election of the first African-American president clearly attests, race continues to be a significant factor in academic achievement and its corollary, social upward mobility. Using critical race theory (CRT) as a conceptual framework, it discusses the possibility that Barack Obama’s education reform plan will actually bridge the racial gap in academic outcomes. The analysis presented here draws on CRT’s critique of color-blindness to account for the persistence of racial inequalities in education. Finally, referring to the legacy of progressive educators and to critical pedagogy, this paper briefly presents the remedies their research may offer to today’s education policymakers |
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