Educated in Whiteness: Good Intentions and Diversity in Schools (Spirituality in Education)

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Description


Educators across the nation are engaged in well-meaning efforts to address diversity in schools given the current context of NCLB, Race to the Top, and the associated pressures of standardization and accountability. Through rich ethnographic accounts of teachers in two demographically different secondary schools in the same urban district, Angelina E. Castagno investigates how whiteness operates in ways that thwart (and every now and then co-opt) even the best intentions and common sense—thus resulting in educational policies and practices that toughen the established order and protect whiteness moderately than working toward greater equity.

Whereas most discussions of the education of diverse students focus on the students and families themselves, Educated in Whiteness highlights the structural and ideological mechanisms of whiteness. In schools, whiteness remains dominant by strengthening and justifying the established order even as concurrently preserving a veneer of neutrality, equality, and compassion. Framed by critical race theory and whiteness studies, this book employs concepts like interest convergence, a critique of liberalism, and the possessive investment in whiteness to better have in mind diversity-related educational policy and practice.

Although in theory most diversity-related educational policies and practices are intended to bring about greater equity, too incessantly in practice they if truth be told care for, legitimate, and so perpetuate whiteness. Castagno not only sheds light on this disconnect between the promises and practices of diversity-related initiatives but also provides insight into why the disconnect persists.


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