- The analysis presented reveals institutional patterns of privileging and excluding, found in the production, distribution, and interpretation of a document intended to support the integration of students of different racial identities.
- In the district’s efforts to let parents know what the voluntary integration program “was about,” to make sure the information they were providing parents “fit” into the brochure, and to get the application brochure into every parent’s hands, the district failed to understand how the choices they made reinforced privileges for those parents who can access and manage dominant textual practices.
- This study shows how the bureaucratic organization and managerial decisions to support compliance with the court-ordered voluntary integration program created a new set of problems for realizing the program’s goals.