Disciplining Dalmar: a demand to uncover racism and racialization in pursuit of culturally relevant pedagogy

Abstract

The need for multifaceted analyses of the relationships between how the United States acknowledges racism and how schooling can be structured to mitigate its negative impacts has never been greater, especially given rising attention to the racial “achievement gap.” In suburban, elite Pioneer City, a series of initiatives I will refer to as “the transformation” aimed to eliminate racial disparities in educational achievement through simultaneous efforts to redistribute students from a racially and economically isolated elementary school and train all district staff in a particular brand of culturally relevant pedagogy. This paper draws from a larger yearlong study in which I used critical ethnographic methods to explore tensions between a goal of systemic change and reproductive forces at play in Pioneer City Schools. Focusing on one third-grade student, I offer insights into how the school district’s equity-minded policy changes find their way into one classroom, both reflecting and complicating preexisting ways of viewing the role of race in young children’s lives.

Keywords:

• critical ethnography
• culturally relevant pedagogy
• immigrant education

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. I enclose “achievement gap” in quotation marks to indicate that I will problematize this concept throughout the paper.

2. “Dalmar” and all other proper nouns in this paper are pseudonyms.