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Suddenly DiverseHow School Districts Manage Race and Inequality$
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Erica O. Turner

Print publication date: 2020

Print ISBN-13: 9780226675220

Published to Chicago Scholarship Online: September 2020

DOI: 10.7208/chicago/9780226675534.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 27 September 2021

“How Well Do We Live the Reality?” and How Do We Live the Reality Well?

“How Well Do We Live the Reality?” and How Do We Live the Reality Well?

(p.145) Conclusion “How Well Do We Live the Reality?” and How Do We Live the Reality Well?
Suddenly Diverse

Erica O. Turner

University of Chicago Press

The concluding chapter draws lessons from this study about inequality in school districts and education policy, including the consequences of color-blind managerialism for racial formation and racial inequity in education, for the work of district leaders, and for the future of public schooling. It revisits the concept of color-blind managerialism, and takes stock of the insights afforded by the concept. Building on these insights, this chapter suggests ways forward from the color-blind managerialism approach that school district administrators and school board members adopted, including identifying school district contradictions and taking action to challenge the inequities in school policies and processes and broader inequities through intentional organizational work and collaboration with social movement actors. This chapter concludes by articulating the relevance and meaning of this book for the ongoing and very pressing present challenges of eliminating white supremacy and ensuring the future of the public schools. While district policymakers often saw color-blind managerialism as easing a necessary tradeoff between pursuing equity and maintaining public schools, this chapter emphasizes that race equity and restoring the public in public education are intimately linked and both depend upon moving beyond color-blind managerialism.

Keywords:   colorblind managerialism, inequity, race, public education, contradictions, administrators, school boards, white supremacy, education policy, school districts

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