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Main Library
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Reflecting on Columbine High: Ideologies of Privilege in 'Standardized' Schools.
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- Author(s): Tonso, Karen L.
- Source:
Educational Studies. Dec2002, Vol. 33 Issue 4, p391. 15p.- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Subject Terms:
- Abstract: In this article I explore how a professor of Educational Foundations, living in Colorado, preparing preservice classroom teachers for schools like Columbine, and raising her children in the same school district, made sense of the Columbine attack. After characterizing the peer-group culture, I illuminate the ideologies that framed the social organization of the school. By comparing Columbine to examples from educational anthropology, I make clear that racist, sexist, classist, heterosexist, evangelistic, supremacist ideologies underpin mainstream schools and that these were at the heart of the Columbine attack. Although often held up as the preferred sort of U.S. school, White, middle-class-identified, academic-prep high schools might not promote the values needed to live harmoniously in a diverse society. In fact, at Columbine, the social production of difference, where so little should have existed in a school serving a remarkably homogeneous community, suggests the centrality of privilege as an ordering principle in U.S. schools. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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