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Educated in WhitenessGood Intentions and Diversity in Schools$
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Angelina E. Castagno

Print publication date: 2014

Print ISBN-13: 9780816681631

Published to Minnesota Scholarship Online: August 2015

DOI: 10.5749/minnesota/9780816681631.001.0001

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PRINTED FROM MINNESOTA SCHOLARSHIP ONLINE (www.minnesota.universitypressscholarship.com). (c) Copyright University of Minnesota Press, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MNSO for personal use.date: 25 May 2022

“It Isn’t Even Questioned”

“It Isn’t Even Questioned”

Equality as Foundational to Schooling and Whiteness

(p.107) Chapter Four “It Isn’t Even Questioned”
Educated in Whiteness

Angelina E. Castagno

University of Minnesota Press

Chapter Four highlights how schools differently engage diversity and, specifically, the notion of equality. At Spruce, a powerblind, colorblind understanding of equality shaped the ways educators understood excellence and the efforts they made to provide a high quality education to Spruce students. At Birch, however, educators engaged a more race- and power-conscious form of equality, but they were so constrained by the pressures of standardized accountability, that their diversity-related efforts were also limited and ultimately failed to approximate what was needed to advance equity..

Keywords:   Whiteness, Educational policy and practice, Schooling, Niceness, Equity, Race, Racism, Diversity, Multicultural education, Critical race theory

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