Scholarly discussions on educational inequality in the United States have given much attention to the role resources play in maintaining and (re)producing inequalities between schools. However, little attention has been given to how schools as settler colonial institutions make meaning of resources. Through a critical discourse analysis of thirty-one school websites, this paper uses settler colonialism as a conceptual framework to understand how schools' positioning of resources reflects and (re)constitutes racialized and classed resource acquisition, control, maintenance, hoarding, and dispossession in New York City public schools.
