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Author: Stuart Greene
Publisher: Teachers College Press
ISBN: 0807772623
Category : Education
Languages : en
Pages : 312
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Book Description
In this important book, award-winning author Stuart Greene enters the ongoing conversation about low-income African American families and their role in helping their children flourish. Greene focuses on parents’ self-defined roles within the context of race, urban development, and an economy that has created opportunity for some and displaced others. Moving beyond analysis to action, the author describes a partnering strategy to help educators understand the lived experiences of children and families and to use their funds of knowledge as resources for teaching. This book combines critical race theory, critical geography, first-hand accounts, and research on literacy practices at home to provide a powerful tool that will help teachers and administrators see families in new ways. Book Features: Describes a partnering model that encourages educators to consider the social, cultural, racial, and economic factors that shape parent engagement with schools.Identifies important areas of misunderstanding between African American parents and their children’s teachers.Incorporates personal narratives of children whose voices are rarely part of research on parent involvement. “Race, Community, and Urban Schools will make a difference in the lives of teachers and administrators. As you read this book, you may find yourself moved, intrigued, or saddened by some of the examples Stuart Greene provides. And throughout, you will find yourself rethinking, reprocessing, and recreating some of your most cherished ideas or preconceived notions about African American families.” —From the Foreword by Patricia Edwards, Michigan State University “This powerful—and hopeful—book challenges dominant portrayals of African American parent disengagement in their children’s education and exposes relations of race, power, and urban restructuring that exclude low-income parents of color. Through counterstories of parents’ deep commitment to their children’s education, Stuart Greene opens a space for us to think differently about creating democratic family-school partnerships.” —Pauline Lipman, professor, University of Illinois at Chicago
Author: Stuart Greene
Publisher: Teachers College Press
ISBN: 0807772623
Category : Education
Languages : en
Pages : 312
Get Book Here
Book Description
In this important book, award-winning author Stuart Greene enters the ongoing conversation about low-income African American families and their role in helping their children flourish. Greene focuses on parents’ self-defined roles within the context of race, urban development, and an economy that has created opportunity for some and displaced others. Moving beyond analysis to action, the author describes a partnering strategy to help educators understand the lived experiences of children and families and to use their funds of knowledge as resources for teaching. This book combines critical race theory, critical geography, first-hand accounts, and research on literacy practices at home to provide a powerful tool that will help teachers and administrators see families in new ways. Book Features: Describes a partnering model that encourages educators to consider the social, cultural, racial, and economic factors that shape parent engagement with schools.Identifies important areas of misunderstanding between African American parents and their children’s teachers.Incorporates personal narratives of children whose voices are rarely part of research on parent involvement. “Race, Community, and Urban Schools will make a difference in the lives of teachers and administrators. As you read this book, you may find yourself moved, intrigued, or saddened by some of the examples Stuart Greene provides. And throughout, you will find yourself rethinking, reprocessing, and recreating some of your most cherished ideas or preconceived notions about African American families.” —From the Foreword by Patricia Edwards, Michigan State University “This powerful—and hopeful—book challenges dominant portrayals of African American parent disengagement in their children’s education and exposes relations of race, power, and urban restructuring that exclude low-income parents of color. Through counterstories of parents’ deep commitment to their children’s education, Stuart Greene opens a space for us to think differently about creating democratic family-school partnerships.” —Pauline Lipman, professor, University of Illinois at Chicago
Author: Linn Posey-Maddox
Publisher: University of Chicago Press
ISBN: 022612035X
Category : Social Science
Languages : en
Pages : 217
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Book Description
In recent decades a growing number of middle-class parents have considered sending their children to—and often end up becoming active in—urban public schools. Their presence can bring long-needed material resources to such schools, but, as Linn Posey-Maddox shows in this study, it can also introduce new class and race tensions, and even exacerbate inequalities. Sensitively navigating the pros and cons of middle-class transformation, When Middle-Class Parents Choose Urban Schools asks whether it is possible for our urban public schools to have both financial security and equitable diversity. Drawing on in-depth research at an urban elementary school, Posey-Maddox examines parents’ efforts to support the school through their outreach, marketing, and volunteerism. She shows that when middle-class parents engage in urban school communities, they can bring a host of positive benefits, including new educational opportunities and greater diversity. But their involvement can also unintentionally marginalize less-affluent parents and diminish low-income students’ access to the improving schools. In response, Posey-Maddox argues that school reform efforts, which usually equate improvement with rising test scores and increased enrollment, need to have more equity-focused policies in place to ensure that low-income families also benefit from—and participate in—school change.
Author: Jeffrey R. Henig
Publisher: Princeton University Press
ISBN: 1400823293
Category : Education
Languages : en
Pages : 316
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Book Description
Why is it so difficult to design and implement fundamental educational reform in large city schools in spite of broad popular support for change? How does the politics of race complicate the challenge of building and sustaining coalitions for improving urban schools? These questions have provoked a great deal of theorizing, but this is the first book to explore the issues on the basis of extensive, solid evidence. Here a group of political scientists examines education reform in Atlanta, Baltimore, Detroit, and Washington, D.C., where local governmental authority has passed from white to black leaders. The authors show that black administrative control of big-city school systems has not translated into broad improvements in the quality of public education within black-led cities. Race can be crucial, however, in fostering the broad civic involvement perhaps most needed for school reform. In each city examined, reform efforts often arise but collapse, partly because leaders are unable to craft effective political coalitions that would commit community resources to a concrete policy agenda. What undermines the leadership, according to the authors, is the complex role of race in each city. First, public authority does not guarantee access to private resources, usually still controlled by white economic elites. Second, local authorities must interact with external actors, at the state and national levels, who remain predominantly white. Finally, issues of race divide the African American community itself and often place limits on what leaders can and cannot do. Filled with insightful explanations together with recommendations for policy change, this book is an important component of the debate now being waged among researchers, education activists, and the community as a whole.
Author: Kitty Kelly Epstein
Publisher: Peter Lang
ISBN: 9780820478791
Category : Education
Languages : en
Pages : 162
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Book Description
Textbook
Author: Amanda E. Lewis
Publisher: Rutgers University Press
ISBN: 9780813532257
Category : Education
Languages : en
Pages : 274
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Book Description
Annotation An exploration of how race is explicitly and implicitly handled in school.
Author: Ebony M. Duncan-Shippy
Publisher: IAP
ISBN: 1641136103
Category : Education
Languages : en
Pages : 373
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Book Description
Since the late 1990s, mass school closures have reshaped urban education across the United States. Popular media coverage and research reports link this resurgence of school closures in major cities like Chicago and Philadelphia to charter school expansion, municipal budget deficits, and racial segregation. However, this phenomenon is largely overlooked in contemporary education scholarship. Shuttered Schools: Race, Community, and School Closures in American Cities (Information Age Publishing) is an interdisciplinary volume that integrates multiple perspectives to study the complex practice of school closure—an issue that transcends education. Academics, practitioners, activists, and policymakers will recognize the far-reaching implications of these decisions for school communities. Shuttered Schools features rigorous new studies of school closures in cities across the United States. This research contextualizes contemporary school closures and accounts for their disproportionate impact on African American students. With topics ranging from gentrification and redevelopment to student experiences with school loss, research presented in this text incorporates various methods (e.g., case studies, interviews, regression techniques, and textual analysis) to evaluate the intended and unintended consequences of closure for students, families, and communities. This work demonstrates that shifts in the social, economic, and political contexts of education inform closure practice in meaningful ways. The impacts of shuttering schools are neither colorblind nor class-neutral, but indeed interact with social contexts in ways that reify existing social inequalities in education.
Author: Christopher Emdin
Publisher: Beacon Press
ISBN: 0807028029
Category : Education
Languages : en
Pages : 234
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Book Description
A New York Times Best Seller "Essential reading for all adults who work with black and brown young people...Filled with exceptional intellectual sophistication and necessary wisdom for the future of education."—Imani Perry, National Book Award Winner author of South To America An award-winning educator offers a much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color, Dr. Christopher Emdin has merged his experiences with more than a decade of teaching and researching in urban America. He takes to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven Cs” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.
Author: Peter C. Murrell, Jr.
Publisher: Routledge
ISBN: 1351552481
Category : Education
Languages : en
Pages : 337
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Book Description
Responding to a need for greater cultural competence in the preparation and development of teachers in diverse public school settings, this book investigates the critical developmental and social processes mediating students’ academic identities in those settings posing the greatest challenges to their school achievement and personal development. It provides an accessible, practice-oriented culturally responsive framework for teachers in American schools. Murrell proposes a situated-mediated identity theory that emphasizes examining not just the child, not just the school environment, but also the child in-context as the unit of analysis to understand how both mutually constitute each other in the social and cultural practices of schooling. He then develops this theory into an applied psychology of identity and agency development among children and youth as well as their teachers, striving together for academic achievement in diverse school settings. For researchers, professionals, and students in multicultural education, educational and developmental psychology, social and cultural foundations of education, and teacher education, Murrell’s cultural practices approach builds on current thinking about multicultural teacher preparation and provides the practice component underpinning theories about cultural competence.
Author: James L. Moore (III.)
Publisher: Peter Lang Pub Incorporated
ISBN: 9781433106873
Category : Education
Languages : en
Pages : 328
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Book Description
<I>African American Students in Urban Schools offers readers a critical yet comprehensive examination of the issues affecting African American students' outcomes in urban school systems and beyond. Across disciplines including teacher education, school counseling, school psychology, gifted education, career and technical education, higher education, and more, chapters use theoretical and conceptual analysis and research-based evidence to examine the unique challenges facing urban African American students and illustrate what can be done to help. This book will enable readers to better understand many of the complex and multifaceted dilemmas faced by today's urban school systems and will motivate readers to make a commitment to improve urban schools for the betterment of African American students.
Author: Kristen L. Buras
Publisher: Critical Educator (Hardcover)
ISBN: 9780415814621
Category : EDUCATION
Languages : en
Pages : 0
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Book Description
In Charter Schools, Race, and Urban Space, Kristen Buras maps federal, state, and local policy networks to show how the New Orleans' education landscape has been reshaped by a strategic venture to privatize public education.
