Dear "good" schools

White supremacy and political education in predominantly white and affluent suburban schools

Bibliographic Data

ID4254138
AuthorsDinorah Sánchez Loza (0000-0003-1376-0482, The Ohio State University, corresponding author)
Year2021
Volume60
Issue4
Pages380-391
Publication date2021-10-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2021.1981075
OpenAlexW3211373827
LanguageEN
Citations received2
References cited30

Affluent suburban high schools are often framed as success stories given their academic achievement outcomes including those on civic measures. Yet, more analyses are needed that interrogate how youth in these schools come to think and act politically. This article shifts the gaze onto these predominantly White schools to investigate the ideologies that circulate and are reproduced within educational spaces perceived as "good." This article highlights vignettes submitted to student-created Instagram accounts created in response to the protests for racial justice in the spring/summer of 2020. Drawing attention to the hostile civic environments permeating their schools, I argue that White Supremacist ideologies shape the political education occurring in these school spaces and this has implications for what young people learn about politics and their roles as citizens. Lastly, I offer a rethinking of "at risk" in education to include students in these schools with affinities toward White supremacist politics

Criminology · Economic Justice · Ideology · Political science · Politics · Racism · Sociology · White (mutation · White supremacy · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Law

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