ABSTRACT

Educational innovations such as ‘no-excuses’ charter schools have emerged as a discipline-focused approach to schooling as they are predicated on communicating high-expectations and personal responsibility. As ‘no-excuses’ charters are replicated across the United States as part of a neoliberal education reform policy, there continues to be prevailing stereotypes about the Black and Latinx populations in these spaces by teachers, the majority of whom are White. Yet not every White teacher within this context espouses the academic and behavioural socialisation associated with ‘no-excuses’ contexts. The findings of this phenomenological study suggest that White educators can become allies of Black and Latinx students but fail to create consistent affirming spaces due to an unrelenting implicit organisational pressure that we identify as ‘no-excuses pressure,’ that works against educators becoming full resistors and works against Black and Latinx students’ full humanity. The paper concludes with implications on how to build critical resistance for all teachers, especially those within a ‘no-excuses’ context.

摘要

诸如“无借口”特许学校之类的教育创新已成为一种以学科为中心的教育方法，因为它们以传达高期望和个人责任为前提。由于“无借口”宪章作为新自由主义教育改革政策的一部分在美国复制，教师们继续对这些空间中的黑人和拉丁裔人口形成普遍的刻板印象，其中大多数是白人。然而，在这种情况下，并非每位白人教师都支持与“无借口”环境相关的学术和行为社会化。这项现象学研究的结果表明，白人教育工作者可以成为黑人和拉丁裔学生的盟友，但由于无情的隐性组织压力，我们称之为“无借口压力”，而无法创造一致的肯定空间，这不利于教育工作者成为全面的抵抗者并反对黑人和拉丁裔学生的完整人性。这篇论文的结尾暗示了如何为所有教师建立批判性抵抗，尤其是那些处于“无借口”环境中的教师。