Discussion post week3

  • address at least one of the questions below,
  • cite (quote or paraphrase) at least two texts from week 2 (use or author-date style in-text citations)
  • discuss authors’ arguments/concepts, share what interests or unsettles you, explain how the texts relate to core course concepts/questions, extend the texts by raising new insights or questions, draw connections across texts, and/or draw connections to your prospective research topic (you are not required to do all of these – pick and choose as you see fit)

Part I: The Racialization of Space and the Spatialization of Race

Week 3: Ideological Architecture of School & Neighborhood Segregation

  • Ujju Aggarwal, Elise Boddie, and Elizabeth Todd-Breland all center their pieces around fundamental contradictions that shape contemporary school segregation in the United States. What are the contradictions they highlight and how do they connect to each other?
  • What does Cheryl Harris mean by “whiteness as property” and how does Ujju Aggarwal mobilize this concept to help us understand contemporary education policy and discourse?
  • In what ways do all the texts and media for this week focus on the ideological architecture of segregation? How does this ideological architecture reproduce and normalize racialized space?
  • How do the pieces illustrate the racist effects of doctrines of race-neutrality?
  • What questions do you have about the texts? What connections are you making to course discussions, other readings, your own experiences, or your prospective project?

Attached Files (PDF/DOCX): Harris _ Whiteness as Property.pdf, Boddie _ The Muddled Distinction Between De Jure and De Facto Segregation (1) (1).pdf, Aggarwal _ The Ideological Architecture of Whiteness as Property in Educational Policy (1) (1).pdf, Todd-Breland _ The Janus-Faced Neighborhood School (1) (1).pdf, Week2.pdf

Note: Content extraction from these files is restricted, please review them manually.

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