意识形态
合法性
抗性(生态学)
社会学
政治
意义(存在)
背景(考古学)
规范性
功率(物理)
精英主义
公共关系
实证经济学
社会科学
政治经济学
政治学
法学
认识论
经济
物理
古生物学
哲学
生物
量子力学
生态学
作者
Jeannie Oakes,Amy Stuart Wells,Makeba Jones,Amanda Datnow
出处
期刊:Teachers College Record
[Crossref Test]
日期:1997-01-01
卷期号:98 (3): 482-510
被引量:270
标识
DOI:10.1177/016146819709800305
摘要
Structural changes necessary in detracking efforts challenge not only the technical dimensions of schooling, but also the normative and political dimensions. We argue that detracking reform confronts fundamental issues of power, control, and legitimacy that are played out in ideological struggles over the meaning of knowledge, intelligence, ability, and merit. This article presents results from a three-year longitudinal case study of ten racially and socioeconomically mixed secondary schools participating in detracking reform. We connect prevailing norms about race and social class that inform educators’, parents’, and students’ conceptions of intelligence, ability, and giftedness with the local political context of detracking. By examining these ideological aspects of detracking we make a case for reexamining common presumptions that resistance to policies providing greater opportunities to low-income and minority children is driven by rational estimates of the learning costs and benefits associated with such reforms.
科研通智能强力驱动
Strongly Powered by AbleSci AI