RT Journal Article
SR Electronic
T1 Rethinking Liberal and Radical Perspectives on Racial Inequality in Schooling: Making the Case for Nonsynchrony
JF Harvard Educational Review
JO herp
FD Harvard Educational Press
SP 265
OP 280
DO 10.17763/haer.58.3.x837383281745343
VO 58
IS 3
A1 McCarthy, Cameron
YR 1988
UL http://harvardeducationalreview.org/content/58/3/265.abstract
AB Cameron McCarthy analyzes the mainstream and neo-Marxist explanations of racial inequality in schools. He argues that the theoretical stance of the former depicts racial factors as manipulable variables tied to beliefs, values, and psychological differences; the latter position subsumes issues of race relations into socioeconomic interests. As an alternative frame-work the author presents a nonsynchronous theory of schooling that begins to explain the interaction of race, gender, and class within the economic, political, and social environments as they differentially function within the daily practices of schooling.