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“All lives matter”: How districts co-opt equity language and maintain the status quo

Education policy analysis archives, 2020-09, Vol.28 (141), p.141 [Peer Reviewed Journal]

ISSN: 1068-2341 ;EISSN: 1068-2341 ;DOI: 10.14507/epaa.28.5248

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  • Title:
    “All lives matter”: How districts co-opt equity language and maintain the status quo
  • Author: Lewis-Durham, Tiffanie
  • Subjects: Community Schools ; Educational Change ; Educational Policy ; Equal Education ; equity ; Language Usage ; Neoliberalism ; Racial Discrimination ; School Districts ; Urban Schools ; white innocence
  • Is Part Of: Education policy analysis archives, 2020-09, Vol.28 (141), p.141
  • Description: The term “equity” is widely used by educational policy makers to describe myriad programs and practices aimed at closing the supposed racial achievement gap. Research about the way equity has been used in these policies typically explores how policy actors with low will and capacity frame and implement their reforms. Few studies, however, explore equity-oriented reforms initiated and supported by policy makers who claim to fervently support educational equity. The purpose of this critical policy analysis was to examine how the rhetoric used by equity-supportive policy actors may have reinforced neoliberal ideas and inadvertently maintained white innocence and color-blind racism. Examining the Community Schools policy in New York City schools, this study found that some equity initiatives are circumscribed by their focus on “all lives”, which can unwittingly reinforce the status quo in schools.
  • Publisher: Colleges of Education at Arizona State University and the University of South Florida
  • Language: English
  • Identifier: ISSN: 1068-2341
    EISSN: 1068-2341
    DOI: 10.14507/epaa.28.5248
  • Source: ERIC Full Text Only (Discovery)
    ROAD: Directory of Open Access Scholarly Resources
    DOAJ Directory of Open Access Journals
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