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"Educational equalization-United States"
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Blowout!
In March 1968, thousands of Chicano students walked out of their East Los Angeles high schools and middle schools to protest decades of inferior and discriminatory education in the so-called \"Mexican Schools.\" During these historic walkouts, or \"blowouts,\" the students were led by Sal Castro, a courageous and charismatic Mexican American teacher who encouraged the students to make their grievances public after school administrators and school board members failed to listen to them. The resulting blowouts sparked the beginning of the urban Chicano Movement of the late 1960s and early 1970s, the largest and most widespread civil rights protests by Mexican Americans in U.S. history.This fascinatingtestimonio, or oral history, transcribed and presented in Castro's voice by historian Mario T. Garcia, is a compelling, highly readable narrative of a young boy growing up in Los Angeles who made history by his leadership in the blowouts and in his career as a dedicated and committed teacher.Blowout!fills a major void in the history of the civil rights and Chicano movements of the 1960s, particularly the struggle for educational justice.
eBook
Right to be hostile
In Right to be Hostile , scholar and activist Erica Meiners offers concrete examples and new insights into the \"school to prison' pipeline phenomenon, showing how disciplinary regulations, pedagogy, pop culture and more not only implicitly advance, but actually normalize an expectation of incarceration for urban youth. Analyzed through a framework of an expanding incarceration nation, Meiners demonstrates how educational practices that disproportionately target youth of color become linked directly to practices of racial profiling that are endemic in state structures. As early as preschool, such educational policies and practices disqualify increasing numbers of students of color as they are funneled through schools as under-educated, unemployable, 'dangerous,' and in need of surveillance and containment. By linking schools to prisons, Meiners asks researchers, activists, and educators to consider not just how our schools’ physical structures resemble prisons— metal detectors or school uniforms— but the tentacles in policies, practices and informal knowledge that support, naturalize, and extend, relationships between incarceration and schools. Understanding how and why prison expansion is possible necessitates connecting schools to prisons and the criminal justice system, and redefining \"what counts\" as educational policy.
\"Given how formidable her task, the result is nothing short of remarkable. No educator can read this book and be unchanged by it.\" – Book Smarts, Patricia H. Hinchey, 6/16/08
1. Surveillance, Ladies Bountiful, and the Management of Outlaw Emotions 2. Strange Fruit: Prison Expansion, Deindustrialization and What Counts as an Educational Issue 3. Life After OZ: Policies, Popular Cultures, and Public Enemies 4. Awful Acts and the Trouble with Normal 5. Political Recoveries: \"Softening\" Selves, Hard Experiences, and Organized Resistance 6. Horizons of Abolition: Strategizing For Change through The Good, The Bad and The Innocent
eBook
The Right to Higher Education
The landscape of higher education has undergone change and transformation in recent years, partly as a result of diversification and massification. However, persistent patterns of under-representation continue to perplex policy-makers and practitioners, raising questions about current strategies, policies and approaches to widening participation.
Presenting a comprehensive review and critique of contemporary widening participation policy and practice, Penny Jane Burke interrogates the underpinning assumptions, values and perspectives shaping current concepts and understandings of widening participation. She draws on a range of perspectives within the field of the sociology of education - including feminist post-structuralism, critical pedagogy and policy sociology - to examine the ways in which wider societal inequalities and misrecognitions, which are related to difference and diversity, present particular challenges for the project to widen participation in higher education. In particular, the book:
focuses on the themes of difference and diversity to shed light on the operations of inequalities and the politics of access and participation both in terms of national and institutional policy and at the level of student and practitioner experience.
draws on the insights of the sociology of education to consider not only the patterns of under-representation in higher education but also the politics of mis-representation, critiquing key discourses of widening participation.
interrogates assumptions behind WP policy and practice, including assumptions about education being an unassailable good
provides an analysis of the accounts and perspectives of students, practitioners and policy-makers through in-depth interviews, observations and reflective journal entries.
offers insights for future developments in the policy, practice and stra
eBook
Transforming World Language Teaching and Teacher Education for Equity and Justice
This edited book expands the current scholarship on teaching
world languages for social justice and equity in K-12 and
postsecondary contexts in the US. Over the past decade, demand has
been growing for a more critical approach to teaching languages and
cultures: in response, this volume brings together a group of
scholars whose work bridges the fields of world language education
and critical approaches to education. Within the current US
context, the chapters address the following key questions: (1) How
are pre-service or in-service world language teachers/professors
embedding issues, understandings, or content related to social
justice, human rights, access, critical pedagogy and equity into
their teaching and curriculum? (2) How are teacher educators
preparing language teachers to teach for social justice, human
rights, access and equity?
eBook
Defending the community college equity agenda
Winner of the 2007 Outstanding Publication Award given by the American Educational Research Association Division J. Community colleges enroll almost half of all undergraduates in the United States. These two-year colleges manifest the American commitment to accessible and affordable higher education. With about 1,200 institutions nationwide, community colleges have made significant progress over the past decade in opening access and have become the critical entry point to higher education for many Americans who traditionally have been left out of educational and economic opportunity. Yet economic, political, and social developments have increased the challenges community colleges face in pursuing an \"equity agenda.\" Some of these include falling state budgets combined with growing enrollments, a greater emphasis on outcome-based accountability, competition from for-profit institutions, and growing immigrant student populations. These trials come at a time when community colleges confront crucial economic and workforce development pressures that may impact their mission. How can community colleges continue to maintain their open-door policies, support underprepared students, and struggle to help enrolled students complete degrees and certificates that prepare them for success in the workplace? Building on case studies of colleges in six states—New York, Texas, Florida, California, Washington, and Illinois—this volume offers a fresh examination of the issues currently facing American community colleges. Drawing on their fieldwork supplemented by national data, the authors analyze how these challenges impact the community college mission of educational opportunity—especially for low-income students, students of color, and other underserved groups—and how colleges are responding to a drastically different environment. They then propose a set of strategies to strengthen the role of community colleges in providing both access and opportunities for achievement for all students.
eBook