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Author: Susanne Gannon
Publisher: Routledge
ISBN: 1351612549
Category : Education
Languages : en
Pages : 310
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Book Description
Resisting Educational Inequality examines poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality and when policy research suggests that such issues are being ignored or distorted within neoliberal logics. In this volume, leading scholars from Australia and across the UK examine these issues through three main focus areas: Mapping the damage: what are our explanations for the persistent nature of educational inequality? Resources for hope: what do we know about how educational engagement and success can be improved in schools serving vulnerable communities? Sustaining hope: how might we reframe research, policy and practice in the future? Using a range of theories and methodologies, including empirical and theory-building work as well as policy critique, this book opens innovative areas of thinking about the social issues surrounding educational practice and policy. By exploring different explanations and approaches to school change and considering how research, policy and practice might be reframed, this book moves systematically and insightfully through damage towards hope. In combining pedagogy, policy and experience, Resisting Educational Inequality will be a valuable resource for all researchers and students, policymakers and education practitioners.
Author: Susanne Gannon
Publisher: Routledge
ISBN: 1351612549
Category : Education
Languages : en
Pages : 310
Get Book Here
Book Description
Resisting Educational Inequality examines poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality and when policy research suggests that such issues are being ignored or distorted within neoliberal logics. In this volume, leading scholars from Australia and across the UK examine these issues through three main focus areas: Mapping the damage: what are our explanations for the persistent nature of educational inequality? Resources for hope: what do we know about how educational engagement and success can be improved in schools serving vulnerable communities? Sustaining hope: how might we reframe research, policy and practice in the future? Using a range of theories and methodologies, including empirical and theory-building work as well as policy critique, this book opens innovative areas of thinking about the social issues surrounding educational practice and policy. By exploring different explanations and approaches to school change and considering how research, policy and practice might be reframed, this book moves systematically and insightfully through damage towards hope. In combining pedagogy, policy and experience, Resisting Educational Inequality will be a valuable resource for all researchers and students, policymakers and education practitioners.
Author: Erika M. Kitzmiller
Publisher: University of Pennsylvania Press
ISBN: 0812298195
Category : Education
Languages : en
Pages : 329
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Book Description
The Roots of Educational Inequality chronicles the transformation of one American high school over the course of the twentieth century to explore the larger political, economic, and social factors that have contributed to the escalation of educational inequality in modern America. In 1914, when Germantown High School officially opened, Martin G. Brumbaugh, the superintendent of the School District of Philadelphia, told residents that they had one of the finest high schools in the nation. Located in a suburban neighborhood in Philadelphia's northwest corner, the school provided Germantown youth with a first-rate education and the necessary credentials to secure a prosperous future. In 2013, almost a century later, William Hite, the city's superintendent, announced that Germantown High was one of thirty-seven schools slated for closure due to low academic achievement. How is it that the school, like so many others that serve low-income students of color, transformed in this way? Erika M. Kitzmiller links the saga of a single high school to the history of its local community, its city, and the nation. Through a fresh, longitudinal examination that combines deep archival research and spatial analysis, Kitzmiller challenges conventional declension narratives that suggest American high schools have moved steadily from pillars of success to institutions of failures. Instead, this work demonstrates that educational inequality has been embedded in our nation's urban high schools since their founding. The book argues that urban schools were never funded adequately. Since the beginning of the twentieth century, urban school districts lacked the tax revenues needed to operate their schools. Rather than raising taxes, these school districts relied on private philanthropy from families and communities to subsidize a lack of government aid. Over time, this philanthropy disappeared leaving urban schools with inadequate funds and exacerbating the level of educational inequality.
Author: Ansley T. Erickson
Publisher: Columbia University Press
ISBN: 0231544049
Category : History
Languages : en
Pages : 385
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Book Description
Over the course of the twentieth century, education was a key site for envisioning opportunities for African Americans, but the very schools they attended sometimes acted as obstacles to black flourishing. Educating Harlem brings together a multidisciplinary group of scholars to provide a broad consideration of the history of schooling in perhaps the nation’s most iconic black community. The volume traces the varied ways that Harlem residents defined and pursued educational justice for their children and community despite consistent neglect and structural oppression. Contributors investigate the individuals, organizations, and initiatives that fostered educational visions, underscoring their breadth, variety, and persistence. Their essays span the century, from the Great Migration and the Harlem Renaissance through the 1970s fiscal crisis and up to the present. They tell the stories of Harlem residents from a wide variety of social positions and life experiences, from young children to expert researchers to neighborhood mothers and ambitious institution builders who imagined a dynamic array of possibilities from modest improvements to radical reshaping of their schools. Representing many disciplinary perspectives, the chapters examine a range of topics including architecture, literature, film, youth and adult organizing, employment, and city politics. Challenging the conventional rise-and-fall narratives found in many urban histories, the book tells a story of persistent struggle in each phase of the twentieth century. Educating Harlem paints a nuanced portrait of education in a storied community and brings much-needed historical context to one of the most embattled educational spaces today.
Author: Ansley T. Erickson
Publisher: University of Chicago Press
ISBN: 022602525X
Category : Education
Languages : en
Pages : 416
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Book Description
List of Oral History and Interview Participants -- Notes -- Index
Author: World Bank Group
Publisher: World Bank Publications
ISBN: 1464810982
Category : Education
Languages : en
Pages : 482
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Book Description
Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.
Author: Nic Spaull
Publisher: Springer Nature
ISBN: 3030188116
Category : Education
Languages : en
Pages : 384
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Book Description
This volume brings together many of South Africa’s leading scholars of education and covers the full range of South African schooling: from financing and policy reform to in-depth discussions of literacy, numeracy, teacher development and curriculum change. The book moves beyond a historical analysis and provides an inside view of the questions South African scholars are now grappling with: Are there different and preferential equilibria we have not yet thought of or explored, and if so what are they? In practical terms, how does one get to a more equitable distribution of teachers, resources and learning outcomes? While decidedly local, these questions resonate throughout the developing world. South Africa today is the most unequal country in the world. The richest 10% of South Africans lay claim to 65% of national income and 90% of national wealth. This is the largest 90-10 gap in the world, and one that is reflected in the schooling system. Two decades after apartheid it is still the case that the life chances of most South African children are determined not by their ability or the result of hard-work and determination, but instead by the colour of their skin, the province of their birth, and the wealth of their parents. Looking back on almost three decades of democracy in South Africa, it is this stubbornness of inequality and its patterns of persistence that demands explanation, justification and analysis. "This is a landmark book on basic education in South Africa, an essential volume for those interested in learning outcomes and their inequality in South Africa. The various chapters present conceptually and empirically sophisticated analyses of learning outcomes across divisions of race, class, and place. The book brings together the wealth of decades of research output from top quality researchers to explore what has improved, what has not, and why." Prof Lant Pritchett, Harvard University “There is much wisdom in this collection from many of the best education analysts in South Africa. No surprise that they conclude that without a large and sustained expansion in well-trained teachers, early childhood education, and adequate school resources, South Africa will continue to sacrifice its people’s future to maintaining the privileges of the few.” Prof Martin Carnoy, Stanford University "Altogether, one can derive from this very valuable volume, if not an exact blueprint for the future, then certainly at least a crucial and evidence-based itinerary for the next few steps.” Dr Luis Crouch, RTI
Author: John Mink
Publisher: PM Press
ISBN: 1629637726
Category : Education
Languages : en
Pages : 468
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Book Description
Teaching Resistance is a collection of the voices of activist educators from around the world who engage inside and outside the classroom from pre-kindergarten to university and emphasize teaching radical practice from the field. Written in accessible language, this book is for anyone who wants to explore new ways to subvert educational systems and institutions, collectively transform educational spaces, and empower students and other teachers to fight for genuine change. Topics include community self-defense, Black Lives Matter and critical race theory, intersections between punk/DIY subculture and teaching, ESL, anarchist education, Palestinian resistance, trauma, working-class education, prison teaching, the resurgence of (and resistance to) the Far Right, special education, antifascist pedagogies, and more. Edited by social studies teacher, author, and punk musician John Mink, the book features expanded entries from the monthly column in the politically insurgent punk magazine Maximum Rocknroll, plus new works and extensive interviews with subversive educators. Contributing teachers include Michelle Cruz Gonzales, Dwayne Dixon, Martín Sorrondeguy, Alice Bag, Miriam Klein Stahl, Ron Scapp, Kadijah Means, Mimi Nguyen, Murad Tamini, Yvette Felarca, Jessica Mills, and others, all of whom are unified against oppression and readily use their classrooms to fight for human liberation, social justice, systemic change, and true equality. Royalties will be donated to Teachers 4 Social Justice: t4sj.org
Author: Kehinde Andrews
Publisher: Trentham Books Limited
ISBN: 9781858565156
Category : Black people
Languages : en
Pages : 0
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Book Description
In the 1960s, Black communities in the UK mobilised against the discrimination and inequality their children experienced in mainstream schooling, setting up Black supplementary school projects where the deficits in educational provision could be rectified. Almost fifty years of Black supplementary schools, organised on a volunteer basis by parents, teachers, churches and community groups, are brought to life in this book. This is the first comprehensive account of the Black supplementary school movement. It charts the historical development of the movement; explores the different ideologies that emerged; examines the importance and conceptions of Blackness; and looks at the relationship to mainstream schools and the prospects for the future of Black supplementary education. It is essential reading for everyone who is interested in overcoming racism in education and in sociological and policy responses to racism generally.
Author: Eric Gutstein
Publisher: Rethinking Schools
ISBN: 0942961544
Category : Mathematics
Languages : en
Pages : 192
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Book Description
In this unique collection, more than 30 articles show how to weave social justice issues throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking Mathematics offers teaching ideas, lesson plans, and reflections by practitioners and mathematics educators. This is real-world math-math that helps students analyze problems as they gain essential academic skills. This book offers hope and guidance for teachers to enliven and strengthen their math teaching. It will deepen students' understanding of society and help prepare them to be critical, active participants in a democracy. Blending theory and practice, this is the only resource of its kind.
Author: Sophia Rodriguez
Publisher: Teachers College Press
ISBN: 0807780960
Category : Education
Languages : en
Pages : 453
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Book Description
Beyond the commonplace inequalities that many minoritized youth face in the United States, the post-Trump contemporary moment has created rampant racialized material and symbolic violence occurring against Latinx, immigrant and undocumented immigrant communities, Asian American, and African American populations. Race Frames in Education advances the conversation about racial equity in educational contexts with a unique analysis centered on the concept of racial projects—a way of thinking not only about systems of racial domination and subjugation, but also of resistance. Chapter authors center racial analyses across multiple educational and community-based settings to underscore how racial projects advance equity or reproduce inequality. This much-needed anthology addresses a pressing issue in society: how to center race and expose systemic racism in order to transform communities, schooling, and educational policies. It challenges White dominance in education and social policy and practice in order to understand the material effects of race, racism, and White supremacist logic on minoritized populations. Contributors: Jeremy Acree, Felicia Arriaga, Jorge Ballinas, Socorro E. Cambero, Gilberto Q. Conchas, Victor Dealba, Sarah Diem, Eric Felix, Joy Howard, Marina Lambrinou, Ruth Lopez, Enrique Ochoa, Gilda L. Ochoa, Leticia Oseguera, Katherine Rodela, Sophia Rodriguez, Rhianna Thomas, Adrian Trinidad, Kindel Turner-Nash, Sarah Walters
