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A framework for an interdisciplinary understanding of Mexican American school segregation
Multicultural Education Review Pub Date : 2019-04-03 , DOI: 10.1080/2005615x.2019.1615246
Maribel Santiago 1
Affiliation  

ABSTRACT As a Mexican American school desegregation case, historians, legal scholars, and educational researchers have all explored Mendez v. Westminster’s significance. Each discipline, with its own modes of analysis, has constructed a distinct interpretation of the 1940s California case. However, in focusing on different aspects of Mendez, scholars tend to ignore complexities of the case that are fundamental to other fields. This is why I developed an interdisciplinary analysis of Mendez with the purpose to move the education field towards a more social justice understanding of the case. Doing so will unveil how racial and language categories changed over time so school officials and judges could manipulate the law to uphold White supremacy, segregation, and school inequality. Such interdisciplinary analyses can help unravel the multiple layers of discrimination that has perpetuated school inequality for decades.

中文翻译:

跨学科理解墨西哥裔美国人学校隔离的框架

摘要 作为墨西哥裔美国人学校废除种族隔离案,历史学家、法律学者和教育研究人员都探讨了门德斯诉威斯敏斯特案的意义。每个学科都有自己的分析模式,对 1940 年代的加利福尼亚案例构建了独特的解释。然而,在关注门德斯的不同方面时,学者们往往会忽视对其他领域至关重要的案件的复杂性。这就是为什么我对门德斯进行了跨学科分析,目的是将教育领域推向对案件更加社会正义的理解。这样做将揭示种族和语言类别如何随时间变化,以便学校官员和法官可以操纵法律来维护白人至上、种族隔离和学校不平等。
更新日期:2019-04-03
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