Abstract
How do governments and educational decision-makers consistently avoid being held to account for social justice? Why do reforms routinely ignore or omit dealing with racism? Is this institutional response merely willful neglect, systemic dysfunction, a contrived, intricate web of inequitable power relations, or is it the fomenting of ingrained racist interests? What is the role of White people in sustaining and shaping racism? This chapter focuses on Whiteness within an institutional environment in education by examining the case of the Ontario government and educational policymaking in 1995.
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CITATION STYLE
Carr, P. R. (2015). The whiteness of educational policymaking. In Revisiting the Great White North?: Reframing Whiteness, Privilege, and Identity in Education (Second Edition) (pp. 269–279). Sense Publishers. https://doi.org/10.1007/978-94-6209-869-5_33
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