Document Type

Article

Publication Date

10-26-2018

DOI

10.1080/17405904.2018.1538891

Abstract

Issues of race and class have long been at the center of discourses involving the American public education system. Although contemporary discourse regarding issues of race and power in American schools may be less overt in racist ideology than in previous decades, the impact of coded racist discourse can be equally powerful and dangerous. A need exists to identify racist and classist discourse in educational contexts so that the ideologies and practices these discourses reflect can be challenged. This paper uses critical discourse analysis and Critical Race Theory to examine how the discourses of race, class, and power are enacted within a discussion of educational programming and child well-being in a predominantly White, upper-middle class suburban public school.

Comments

The final version of this paper is published in the journal Critical Discourse Studies at https://doi.org/10.1080/17405904.2018.1538891

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