Cracks of Light in Danish and Californian Schools

Charlotte Lange Hald; Christopher Ozuna

Cracks of Light in Danish and Californian Schools

Charlotte Lange Hald
, Christopher Ozuna

Aarhus University

Research output: Contribution to conference without a publisher/journal › Abstract › Research › peer-review

Abstract

The purpose of this study is to conduct ‘suspensive’ comparative analyses between the Danish
and Californian school systems to find ‘cracks of light’ of opportunities in two quite different, but
both rigid, school systems that continuously reproduce inequality for minoritized students. In the
article, we draw on previous research on both the Danish and Californian school systems, stating
that the schools systems are discriminating against minoritized students and mainly suited to the
white majority children. However, as we show, by making suspensive comparative analyses
between the two systems and historical contexts, they are embedded in, we can also see ‘cracks
of light’ - and opportunities within these school systems and their legislations.

Translated title of the contribution	Sprækker af lys i danske og californiske skoler
Original language	English
Publication date	21 Apr 2022
Number of pages	9
Publication status	Published - 21 Apr 2022
Externally published	Yes
Event	AERA / WERA 2022 Annual Meeting - San Diego Convention Center, San Diego, United States Duration: 19 Apr 2022 → 27 Apr 2022 https://www.aera.net/Events-Meetings/2022-Annual-Meeting

Conference

Conference	AERA / WERA 2022 Annual Meeting
Location	San Diego Convention Center
Country/Territory	United States
City	San Diego
Period	19/04/22 → 27/04/22
Internet address	https://www.aera.net/Events-Meetings/2022-Annual-Meeting

Cite this

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title = "Cracks of Light in Danish and Californian Schools",

abstract = "The purpose of this study is to conduct {\textquoteleft}suspensive{\textquoteright} comparative analyses between the Danish and Californian school systems to find {\textquoteleft}cracks of light{\textquoteright} of opportunities in two quite different, but both rigid, school systems that continuously reproduce inequality for minoritized students. In the article, we draw on previous research on both the Danish and Californian school systems, stating that the schools systems are discriminating against minoritized students and mainly suited to the white majority children. However, as we show, by making suspensive comparative analyses between the two systems and historical contexts, they are embedded in, we can also see {\textquoteleft}cracks of light{\textquoteright} - and opportunities within these school systems and their legislations. ",

author = "Hald, \{Charlotte Lange\} and Christopher Ozuna",

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day = "21",

language = "English",

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TY - ABST

T1 - Cracks of Light in Danish and Californian Schools

AU - Hald, Charlotte Lange

AU - Ozuna, Christopher

PY - 2022/4/21

Y1 - 2022/4/21

N2 - The purpose of this study is to conduct ‘suspensive’ comparative analyses between the Danish and Californian school systems to find ‘cracks of light’ of opportunities in two quite different, but both rigid, school systems that continuously reproduce inequality for minoritized students. In the article, we draw on previous research on both the Danish and Californian school systems, stating that the schools systems are discriminating against minoritized students and mainly suited to the white majority children. However, as we show, by making suspensive comparative analyses between the two systems and historical contexts, they are embedded in, we can also see ‘cracks of light’ - and opportunities within these school systems and their legislations.

AB - The purpose of this study is to conduct ‘suspensive’ comparative analyses between the Danish and Californian school systems to find ‘cracks of light’ of opportunities in two quite different, but both rigid, school systems that continuously reproduce inequality for minoritized students. In the article, we draw on previous research on both the Danish and Californian school systems, stating that the schools systems are discriminating against minoritized students and mainly suited to the white majority children. However, as we show, by making suspensive comparative analyses between the two systems and historical contexts, they are embedded in, we can also see ‘cracks of light’ - and opportunities within these school systems and their legislations.

M3 - Abstract

T2 - AERA / WERA 2022 Annual Meeting

Y2 - 19 April 2022 through 27 April 2022

ER -