61.039 - Researching School Segregation: Critical Race Theory, Qualitative Methodologies, and the Question of Making a Difference

Session Type: Symposium

Abstract

Increasing race and class segregation in U.S. K-12 schools has been well documented over the last two decades. Despite the high quality of this scholarship, we have seen few policy changes, legal decisions, or social movements that would stem the tide of school resegregation. This disjunction raises questions about the efficacy of neoliberal conceptions of the relationship between knowledge, power, and social action, both generally and where school segregation is concerned. The papers in this session take up this challenge by advocating for broadening the outcomes that are most frequently considered in discussions of school segregation, listening to the voices and experiences of students and community members affected by segregation; and reconsidering the appropriate audience for research on segregation.

Sub Unit

• Division G - Social Context of Education / Division G - Section 5: Social Context of Research on Schools and Communities

Chair

• Roland W. Mitchell, Louisiana State University

Papers

• Resegregation as Curriculum: The Meaning of the New Racial Segregation in U.S. Public Schools - Jerry L. Rosiek, University of Oregon; Kathleen M. Kinslow, The University of Alabama

• Losing an Arm: Schooling as a Site of Black Suffering - Michael J. Dumas, University of California - Berkeley

• Researching School Resegregation in the Post–Civil Rights Era: Implications for Theory, Policy, and Praxis - Sonya Douglass Horsford, George Mason University

• Of Masks and Veils: Fanon, Du Bois, and the Structural Fact of Segregation - Zeus Leonardo, University of California - Berkeley; Margaret Hunter, Mills College

Discussant

• Adrienne D. Dixson, University of Illinois - Urbana-Champaign