Racist Logics in Educational Counter-Movements: A Critical Policy Discourse Analysis

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Critical Analyses of Legal Decisions Across Settings (Table 32)

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.

Authors

• Shelby Leigh Smith, University of Southern California

• Jimmy Aguilar, University of Southern California