DETRACKING - THE SOCIAL CONSTRUCTION OF ABILITY, CULTURAL POLITICS, AND RESISTANCE TO REFORM

Citation
J. Oakes et al., DETRACKING - THE SOCIAL CONSTRUCTION OF ABILITY, CULTURAL POLITICS, AND RESISTANCE TO REFORM, Teachers College record, 98(3), 1997, pp. 482-510
Citations number
41
Categorie Soggetti
Education & Educational Research
Journal title
ISSN journal
01614681
Volume
98
Issue
3
Year of publication
1997
Pages
482 - 510
Database
ISI
SICI code
0161-4681(1997)98:3<482:D-TSCO>2.0.ZU;2-A
Abstract
Structural changes necessary in detracking efforts challenge not only the technical dimensions of schooling, but also the normative and poli tical dimensions. We argue that detracking reform confronts fundamenta l issues of power, control, and legitimacy that are played out in ideo logical struggles over the meaning of knowledge, intelligence, ability , and merit. This article presents results from a three-year longitudi nal case study of ten racially and socioeconomically mixed secondary s chools participating in detracking reform. We connect prevailing norms about race and social class that inform educators: parents: and stude nts' conceptions of intelligence ability, and giftedness with the loca l political context of detracking. By examining these ideological aspe cts of detracking we make a case for reexamining common presumptions t hat resistance to policies providing greater opportunities to low-inco me and minority children is driven by rational estimates of the learni ng costs and benefits associated with such reforms.