دورية أكاديمية
Persistently Present, yet Invisible? Exploring the Experiences of High-Achieving Black Students in the Greater Toronto Area
| العنوان: | Persistently Present, yet Invisible? Exploring the Experiences of High-Achieving Black Students in the Greater Toronto Area |
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| اللغة: | English |
| المؤلفون: | Rhonda C. George |
| المصدر: | Canadian Journal of Education. 2023 46(4):1013-1050. |
| الإتاحة: | Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://cje-rce.ca/ |
| Peer Reviewed: | Y |
| Page Count: | 38 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Critical Race Theory, Blacks, Minority Group Students, Adolescents, Student Experience, High Achievement, Racism, Barriers, Enrichment Activities, Gifted Education, High School Students, Environmental Influences, Social Influences, Teacher Expectations of Students |
| مصطلحات جغرافية: | Canada (Toronto) |
| تدمد: | 0380-2361 1918-5979 |
| مستخلص: | Through employing critical race theory, seen-invisibility, and circuits of dispossession as theoretical frames, this article complicates discourses around equity and Black student achievement by examining the underexplored experiences of high-achieving Black Canadian students in the Greater Toronto Area (GTA). Drawing on focus group data with four adolescent participants, the study finds that they experienced violent forms of racialization in their educational environments through a lack of physical, social, and intellectual space to exist as both Black and high-achieving. This rendered them persistently present due to their race, yet invisible in the perceptions of their intellect. Central to this article is an articulation, unpacking, and thus granular analysis of the particular ways that racialization can operate within education systems to "still" marginalize Black students and erect complex barriers--"even when" they demonstrate strong academic performance. These emerging insights inform a need for a broader and more holistic understanding of Black Canadian student experiences and a rethinking of intervention and resistance strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| URL الوصول: | https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5719/3553 |
| رقم الأكسشن: | EJ1412490 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0380-2361 1918-5979 |
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