This article reports findings from a multiyear critical ethnography that examined race talk dilemmas of school leaders at the central office at a small urban school district to understand why racialized educational policies and practices still persist against African American students. This study takes a structural approach to investigating the impact that race talk has on educational policymaking at the local district level. The guiding research question in this paper examines how we can understand educational reform and policy implementation and the unintended consequences of those interventions through the local from a historical context.

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Published in Research in Educational Policy and Management, v. 2, issue 1.

This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International license (https://creativecommons.org/licenses/by/4.0/).

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