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

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.