Racist Ordering, Settler Colonialism, and edTPA: A Participatory Policy Analysis

Eve Tuck; Julie Gorlewski

doi:10.1177/0895904815616483

Racist Ordering, Settler Colonialism, and edTPA: A Participatory Policy Analysis

Eve Tuck, Julie Gorlewski

Applied Statistics, Social Science, and Humanities

Research output: Contribution to journal › Article › peer-review

Abstract

This article tells the story of an intervention by a collective of teacher educators on New York State’s adoption of edTPA. Too often in education policy analysis, issues of race are discussed briefly, if at all. This article argues that attending to constructions of race specific to settler colonialism is an important approach to education policy analysis.

Original language	English (US)
Pages (from-to)	197-217
Number of pages	21
Journal	Educational Policy
Volume	30
Issue number	1
DOIs	https://doi.org/10.1177/0895904815616483
State	Published - Jan 1 2016

Keywords

antiblackness
edTPA
educational policy
neoliberalism
policy analysis
racial justice
racism
racist ordering
schools of education
settler colonialism
teacher education

ASJC Scopus subject areas

Education

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10.1177/0895904815616483

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Racist Ordering, Settler Colonialism, and edTPA: A Participatory Policy Analysis

Abstract

Keywords

ASJC Scopus subject areas

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