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Abstract

This study examines the experiences of educators in the Houston Independent School District during the recent state takeover, focusing on how they perceive the challenges and implications of this event. Guided by critical race frameworks, this study amplifies the voices of educators, exploring how race and class dynamics influence their perceptions. The findings highlight three key themes: the role of race and class, erosion of culture, and disempowered voices. This research contributes to the broader discourse on educational policy and reform in Black and Latine communities. It adds to the conversation on the impacts of state interventions in urban education.

Keywords

state takeover Houston independent school district educational policy race and class

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Déjà Vu: The Houston Independent School District Takeover and the Echo of Past Educational Injustices

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