Community identity discourse and the heritage academy: colorblind educational policy and white supremacy
International Journal of Qualitative Studies in Education (QSE), 19 (4):
455-476 (July 2006)M3: Article; Accession Number: 21524125; Urrieta Jr., Luis 1; Email Address: Luis.Urrieta@colorado.edu; Affiliation: 1: University of Texas at Austin, USA; Source Info: Jul2006, Vol. 19 Issue 4, p455; Subject Term: EDUCATION; Subject Term: EDUCATION & state; Subject Term: CHARTER schools; Subject Term: WHITES -- Race identity; Subject Term: RACE discrimination; Subject Term: SOCIAL policy; Subject Term: DISCRIMINATION; Subject Term: SEGREGATION; Subject Term: SCHOOLS; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 923110 Administration of Education Programs; NAICS/Industry Codes: 611110 Elementary and Secondary Schools; Number of Pages: 22p; Document Type: Article.Abstract
This study focuses on the case of The Heritage Academy (THA), a predominantly white charter school in rural North Carolina. Through a critical race analysis, this article suggests that predominantly white charter schools like THA benefit from colorblind educational policies in a whitestream and white supremacist society. Specifically, this case study focuses on how white community activism around the creation of THA strengthened a community school identity discourse founded on the principles of whiteness as property. Because of the privilege of whiteness, predominantly white and middle‐class charter schools like THA may have greater access to economic and symbolic resources that ensure their success. This article raises questions about the use of school choice rhetoric as a raceless metaphor in the charter school movement that may result in race‐based inequality, separation and segregation. ABSTRACT FROM AUTHOR; Copyright of International Journal of Qualitative Studies in Education (QSE) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)
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