This study deconstructs the racial dimension of teacher resistance to parent authority within the shared social institution of education. More specifically, we examine how teachers responded to a teacher evaluation policy that included a parent-based component to assess teacher quality. Using framing theory, this study illustrates the use of professionalism as one mechanism connecting teachers’ individual actions to broader sociocultural experiences of privilege and oppression. To illustrate the anatomy of color-blind framing, we deconstruct three tactics teachers used when framing their resistance to parents: minimizing professional responsibility for engaging parents, masking racist perspectives through geographic and social distance, and misdirecting attention away from parents’ rights to judge education as a public good.

中文翻译：

---

专业精神和家长：学校教育中色盲种族主义的新框架

本研究解构了教师在共享社会教育机构中抵制家长权威的种族维度。更具体地说，我们研究了教师如何回应包括基于家长的评估教师质量的教师评估政策。使用框架理论，这项研究说明了使用专业精神作为一种机制，将教师的个人行为与更广泛的特权和压迫的社会文化经验联系起来。为了说明色盲框架的解剖结构，我们解构了教师在构建他们对父母的抵制时使用的三种策略：最小化与父母互动的专业责任，通过地理和社会距离掩盖种族主义观点，以及将注意力从父母判断教育的权利上误导作为公共物品。