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Racism, Public Schooling, and the Entrenchment of White Supremacy
A Critical Race Ethnography
Racism, Public Schooling, and the Entrenchment of White Supremacy
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Sabina E. Vaught - Author
Price: $75.00 
Hardcover - 250 pages
Release Date: April 2011
ISBN10: 1-4384-3467-7
ISBN13: 978-1-4384-3467-4

Quantity:  
Price: $31.95 
Paperback - 250 pages
Release Date: April 2011
ISBN10: 1-4384-3468-5
ISBN13: 978-1-4384-3468-1

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Summary Read First Chapter image missing

Demonstrates how ingrained ideas of race created and sustain racism and inequity in U.S. schools.

Racism and inequity in U.S. education are pervasive and consistent problems, unavoidable facts of public schooling in this country. This book is a multisite critical race ethnography of institutional relationships and organization in a large, urban, West Coast school district. In this daring and provocative work, Sabina E. Vaught examines the policies and practices that created and sustain racialized inequity and White supremacy in that district’s schools. She interweaves numerous interviews with and observations of teachers, principals, students, school board members, community leaders, and others to describe the complex arrangement of racial power in schooling. Ultimately, Vaught’s analyses map the ways in which institutional relationships around schooling ensure the continued undereducation of Black and Brown youth.

“Beautifully written and sophisticatedly argued, this book is a must read for anyone interested in race, policy, and schooling. The text is well informed, rigorously researched, complicated in its analysis, and rhetorically deep. Vaught’s careful analysis of schooling and its large policy-related issues is masterful; the story she tells is simultaneously heartbreaking and all too familiar.” — Bryan McKinley Jones Brayboy, Arizona State University and University of Alaska Fairbanks

“Sabina Vaught has captured, with poignancy and precision, the complexity of racialized educational inequity. Vaught skillfully draws on CRT to ground her analysis and demonstrates the ways in which racism persists to disenfranchise ‘the least of these’—our nation’s children.” — Adrienne D. Dixson, coeditor of Critical Race Theory in Education: All God’s Children Got a Song

“Vaught addresses the interrelationship of a number of important issues with insight, clarity, personal experience, and a call to (re)commit ourselves to the pursuit of equality and justice for all students.” — Alice McIntyre, author of Making Meaning of Whiteness: Exploring Racial Identity with White Teachers

Sabina E. Vaught is Assistant Professor of Urban Education at Tufts University.




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Table of Contents


Contents

Acknowledgments

Introduction

1. The Color of Money: Student Funding and the Commodifi cation of Black Children

2. The Jeremiad: Decentralization and the Deregulation of Democracy

3. Martin Luther King, Jr. High School: Hate Speech and the Grammar of White Supremacy

4.Conclusion: Speaking Truth to Power, Acting Truth to Power

Epilogue

Notes

Bibliography

Index


Related Subjects
4-3467-4/4-3468-1(JFB/KW/AV)

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Behind Closed Doors
Behind Closed Doors
Higher Education Reconsidered
Higher Education Reconsidered
Higher Education Systems 3.0
Higher Education Systems 3.0
Democracy and the Arts of Schooling
Democracy and the Arts of Schooling
The First Time Effect
The First Time Effect
Teacher Education with an Attitude
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Literacy Across Languages and Cultures
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Multicultural Education, Critical Pedagogy, and the Politics of Difference
Multicultural Education, Critical Pedagogy, and the Politics of Difference
Making and Molding Identity in Schools
Making and Molding Identity in Schools
Governance and the Public Good
Governance and the Public Good



 
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