Mechanisms of Exclusion: Group Homogenization and Deficit Thinking in Integrated Schools

Autor/in	Fast, Idit
Titel	Mechanisms of Exclusion: Group Homogenization and Deficit Thinking in Integrated Schools
Quelle	In: Educational Policy, 37 (2023) 6, S.1763-1790 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fast, Idit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048221127988
Schlagwörter	Homogeneous Grouping; School Desegregation; Inclusion; Equal Education; Parent Participation; Parent Associations; Parent Grievances; Parent Attitudes; Parent School Relationship; LGBTQ People; Student Diversity; Urban Schools; Elementary School Students; Low Income Students; Critical Race Theory; Pilot Projects; Cultural Awareness; Cultural Pluralism; Case Studies; Culturally Relevant Education; Dissent; Conflict; Sanitary Facilities; Educational Policy; New York (New York) + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Integrative Schule; Inklusion; Elternmitwirkung; Elternvertretung; Beschwerde; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pilot project; Modellversuch; Pilotprojekt; Cultural identity; Kulturelle Identität; Kulturpluralismus; Case study; Fallstudie; Case Study; Dissens; Konflikt; Sanitäre Einrichtung; Politics of education; Bildungspolitik
Abstract	School integration and inclusion are important for educational equity, yet inclusionary educational policies often end up being exclusionary in practices. In this article I contribute to our understanding of school level mechanism underlying this process. I draw on 2 years of data collection in a progressive culturally responsive school implementing a voluntary students assignment policy to increase the share of low-income students of color in the school. I show how a conflict with dissenting mothers over gender-unlabeled bathrooms became a conflict over the meaning of inclusion when school leaders applied deficit thinking that saw low-income parents of color as less likely to support the program, despite heterogeneity in dissenting mothers' background, and how as result dissenting mothers felt excluded from the school community and the needs of transgender students were unmet. These findings have important implications for theory and practice and for creating inclusive schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01