Racism as policy: a critical race analysis of education reforms in the United States and England

David Gillborn

doi:10.1080/00131725.2014.850982

Racism as policy: a critical race analysis of education reforms in the United States and England

David Gillborn

The Centre for Research in Race and Education - CRRE

Research output: Contribution to journal › Article › peer-review

43 Citations (Scopus)

Abstract

Critical race theory (CRT) views education as one of the principal means by which white supremacy is maintained and presented as normal in society. The article applies CRT to two real-world case studies: changes to education statutes in the state of Arizona (USA) and the introduction of a new measure of educational success in England, the English baccalaureate. The analysis highlights the globalized nature of neoliberal education reform and its fundamentally raced and racist character.

Original language	English
Pages (from-to)	26-41
Journal	The Educational Forum
Volume	78
Issue number	1
Early online date	27 Nov 2013
DOIs	https://doi.org/10.1080/00131725.2014.850982
Publication status	Published - 2014

Keywords

critical race theory
neoliberalism
race inequality

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1080/00131725.2014.850982

http://dx.doi.org/10.1080/00131725.2014.850982

Cite this

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Racism as policy: a critical race analysis of education reforms in the United States and England

Abstract

Keywords

UN SDGs

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