Down by the Riverside: A CRT Perspective on Education Reform in Two River Cities

Celia Rousseau Anderson; Adrienne D. Dixson

doi:10.1177/0042085916638749

Down by the Riverside: A CRT Perspective on Education Reform in Two River Cities

Celia Rousseau Anderson
, Adrienne D. Dixson

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

31 Scopus citations

Abstract

In this article, the authors utilize core ideas from Critical Race Theory (CRT) to examine the nature of education reform in two river cities. Similar to other cases of education reform in urban districts, the reforms in the two focal cities reflect at least four characteristics in common: (1) a form of portfolio management; (2) the growth of human-capital organizations; (2) the active involvement of philanthropic organizations; and (4) the role of politics. The authors consider these conditions in light of concepts from CRT and argue that this analysis provides insight into the burden of reform in urban schools.

Original language	English
Pages (from-to)	363-389
Number of pages	27
Journal	Urban Education
Volume	51
Issue number	4
DOIs	https://doi.org/10.1177/0042085916638749
State	Published - Apr 1 2016

Bibliographical note

Publisher Copyright:
© 2016, © The Author(s) 2016.

UN SDGs

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

SDG 4 Quality Education

Keywords

critical race theory
urban education reform

ASJC Scopus subject areas

Education
Urban Studies

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10.1177/0042085916638749

Cite this

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abstract = "In this article, the authors utilize core ideas from Critical Race Theory (CRT) to examine the nature of education reform in two river cities. Similar to other cases of education reform in urban districts, the reforms in the two focal cities reflect at least four characteristics in common: (1) a form of portfolio management; (2) the growth of human-capital organizations; (2) the active involvement of philanthropic organizations; and (4) the role of politics. The authors consider these conditions in light of concepts from CRT and argue that this analysis provides insight into the burden of reform in urban schools.",

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AB - In this article, the authors utilize core ideas from Critical Race Theory (CRT) to examine the nature of education reform in two river cities. Similar to other cases of education reform in urban districts, the reforms in the two focal cities reflect at least four characteristics in common: (1) a form of portfolio management; (2) the growth of human-capital organizations; (2) the active involvement of philanthropic organizations; and (4) the role of politics. The authors consider these conditions in light of concepts from CRT and argue that this analysis provides insight into the burden of reform in urban schools.

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Down by the Riverside: A CRT Perspective on Education Reform in Two River Cities

Abstract

Bibliographical note

UN SDGs

Keywords

ASJC Scopus subject areas

Access to Document

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