Dissertation/Thesis Abstract

Exclusion as Whiteness, Democractic Inclusion as Transformation: A Critical Study of Daily Interactions in an Elementary Classroom
by Glasgow, Emily, Ed.D., Lewis and Clark College, 2020, 178; 28029258
Abstract (Summary)

Race-based exclusion has been a defining characteristic of the U.S. K–12 public school system since its inception. Although scholars, practitioners, and policy makers have long studied and sought to address the many manifestations of race-based exclusion, the underlying problem persists. Despite decades of intervention and reform, our schools continue to produce disparate experiences and outcomes for students of color. Rather than applying a problem-solving approach to this critical social justice issue, this study starts with questions—critical inquiry into the social ideology of whiteness that generates and sustains the practices of race-based exclusion in the normalized structures, systems, and interactions we have come to understand as “school.” Embedding the method of video Interactional Analysis within a Critical Discourse Analysis, this study provides a nuanced understanding of the ways in which seemingly race-neutral daily interactions in an elementary classroom at almost all times generate exclusion as whiteness—even, and especially, when nobody is physically removed from the room. It also provides a hopeful glimpse at the types of interactions that could transform this entrenched ideology, offering and illustrating an alternate pattern of practice called democratic inclusion.

Indexing (document details)
Advisor: Feldman, Sue, Darwich, Lina
Commitee: Lenssen, John
School: Lewis and Clark College
Department: Education
School Location: United States -- Oregon
Source: DAI-A 82/2(E), Dissertation Abstracts International
Subjects: Educational administration, Multicultural Education, Elementary education
Keywords: Critical discourse analysis, Exclusion, Inclusion, Interactional analysis, Whiteness
Publication Number: 28029258
ISBN: 9798664705140
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