This is a «must read», controversial book that offers educators and policy-makers a fundamental understanding of how the achievement gap can be eliminated at the population level.
Author: Pedro R Portes, Ph.D.
Publisher: Peter Lang
This long-awaited, solution-oriented book helps readers understand how inequality is organized in our public educational system. A four-component developmental model provides a policy-oriented framework that takes into account how children are socialized in and out of schools. Given an educational system that produces unequal opportunities for student learning, closing the gap requires thinking out of a box and the current conglomeration of social and economic policies. A multi-level strategy that aims for all to be educated at grade-level through a coordinated national strategy is presented to eliminate educational inequality. This is a «must read», controversial book that offers educators and policy-makers a fundamental understanding of how the achievement gap can be eliminated at the population level.
Diane Reay Introduction: Elite Universities and Their Centrality in the
Reproduction of Educational Inequalities Although the central focus of this
chapter is the issue of race and how it is dealt with by Britain's elite universities, in
order to fully ...
Author: Jason Arday
This book reveals the roots of structural racism that limit social mobility and equality within Britain for Black and ethnicised students and academics in its inherently white Higher Education institutions. It brings together both established and emerging scholars in the fields of Race and Education to explore what institutional racism in British Higher Education looks like in colour-blind 'post-race' times, when racism is deemed to be ‘off the political agenda’. Keeping pace with our rapidly changing global universities, this edited collection asks difficult and challenging questions, including why black academics leave the system; why the curriculum is still white; how elite universities reproduce race privilege; and how Black, Muslim and Gypsy traveller students are disadvantaged and excluded. The book also discusses why British racial equality legislation has failed to address racism, and explores what the Black student movement is doing about this. As the authors powerfully argue, it is only by dismantling the invisible architecture of post-colonial white privilege that the 21st century struggle for a truly decolonised academy can begin. This collection will be essential reading for students and academics working in the fields of Education, Sociology, and Race.
Learningin/through everyday resistance:A culturalhistorical perspective on
community resources and curriculum. Educational Researcher, 41 (4), 121–132.
Portes, P. R. (2005). Dismantling educational inequality: A culturalhistorical
Author: Pedro R. Portes
With the American dream progressively elusive for and exclusive of Latinos, there is an urgent need for empirically and conceptually based macro-level policy solutions for Latino education. Going beyond just exposing educational inequalities, this volume provides intelligent and pragmatic research-based policy directions and tools for change for U.S. Latino Education and other multicultural contexts. U.S. Latinos and Education Policy is organized round three themes: education as both product and process of social and historical events and practices; the experiences of young immigrants in schools in both U.S. and international settings and policy approaches to address their needs; and situated perspectives on learning among immigrant students across school, home, and community. With contributions from leading scholars, including Luis Moll, Eugene E. Garcia, Richard P. Durán, Sonia Nieto , Angela Valenzuela, Alejandro Portes and Barbara Flores, this volume enhances existing discussions by showcasing how researchers working both within and in collaboration with Latino communities have employed multiple analytic frameworks; illustrating how current scholarship and culturally oriented theory can serve equity-oriented practice; and, focusing attention on ethnicity in context and in relation to the interaction of developmental and cultural factors. The theoretical and methodological perspectives integrate praxis research from multiple disciplines and apply this research directly to policy.
In other words, more consistent critical discourses around education equip
school counseling students with an ... the school-to-prison pipeline and other
educational inequalities racial and ethnic minority students experience (Griffin
and Steen, ...
Author: Kenneth J. Fasching-Varner
Publisher: Lexington Books
Category: Social Science
This volume examines the school-to-prison pipeline, a concept that has received growing attention over the past 10–15 years in the United States. The “pipeline” refers to a number of interrelated concepts and activities that most often include the criminalization of students and student behavior, the police-like state found in many schools throughout the country, and the introduction of youth into the criminal justice system at an early age. The school-to-prison pipeline negatively and disproportionally affects communities of color throughout the United States, particularly in urban areas. Given the demographic composition of public schools in the United States, the nature of student performance in schools over the past 50 years, the manifestation of school-to-prison pipeline approaches pervasive throughout the country and the world, and the growing incarceration rates for youth, this volume explores this issue from the sociological, criminological, and educational perspectives. Understanding, Dismantling, and Disrupting the Prison-to-School Pipeline has contributions from scholars and practitioners who work in the fields of sociology, counseling, criminal justice, and who are working to dismantle the pipeline. While the academic conversation has consistently called the pipeline ‘school-to-prison,’ including the framing of many chapters in this book, the economic and market forces driving the prison-industrial complex urge us to consider reframing the pipeline as one working from ‘prison-to-school.’ This volume points toward the tensions between efforts to articulate values of democratic education and schooling against practices that criminalize youth and engage students in reductionist and legalistic manners.
Dismantling educational inequality: A cultural-historical approach to closing the
achievementgap. New York: Peter ... Latinos (not) in higher education and the
continuum of group based inequality: A cultural historical perspective. In D.
Author: Enrique G. Murillo Jr.
Providing a comprehensive review of rigorous, innovative, and critical scholarship relevant to educational issues which impact Latinos, this Handbook captures the field at this point in time. Its unique purpose and function is to profile the scope and terrain of academic inquiry on Latinos and education. Presenting the most significant and potentially influential work in the field in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory, the volume is organized around five themes: history, theory, and methodology policies and politics language and culture teaching and learning resources and information. The Handbook of Latinos and Education is a must-have resource for educational researchers, graduate students, teacher educators, and the broad spectrum of individuals, groups, agencies, organizations and institutions sharing a common interest in and commitment to the educational issues that impact Latinos.
Dismantling Educational Inequality : A CulturalHistorical Approach to Closing the
Achievement Gap . New York : Peter Lang . 2005 . xvii + 271pp . Reviewed by
Robert N . St . Clair Pedro Portes , educational psychologist , Fulbright scholar ...
Category: Language planning
Educational. Inequality. Roslyn Arlin Mickelson INTRODUCTION Public
education in most contemporary ethnically and ... From 1954 through the 1990s,
federal courts were a primary force in the systematic dismantling of officially
Author: Richard Teese
Publisher: Springer Science & Business Media
Inequality is a marked and persistent feature of education systems, both in the developed and the developing worlds. Major gaps in opportunity and in outcomes have become more critical than in the past, thanks to the knowledge economy and globalization. The pursuit of equity as a goal of public policy is examined in this book through a series of national case-studies. The book covers many different global contexts from the wealthiest to some of the poorest nations on earth. It therefore offers a broad range of different theoretical and methodological approaches, and brings together extensive international experience in equity policy.
This book promotes collaborative ways of knowing and group accountability in learning processes to counteract the damaging effects of neoliberal individualism prevalent in educational systems today.
Author: Julio Cammarota
Publisher: Palgrave Macmillan
This book promotes collaborative ways of knowing and group accountability in learning processes to counteract the damaging effects of neoliberal individualism prevalent in educational systems today. These neoliberalist hierarchies imposed through traditional, autocratic knowledge systems have driven much of the United States’ educational policies and reforms, including STEM, high stakes testing, individual-based accountability, hierarchical grading systems, and ability grouping tracks. The net effect of such policies and reforms is an education system that perpetuates social inequalities linked with race, class, gender, and sexuality. Instead, the author suggests that accountability pushes past individualism in education by highlighting democratic methods to produce a collective good as opposed to a narrow personal success. In this democratic model, participants contribute to the common goal of elevating the entire group. Drawing from a well of creative praxes, reflexivity, and spiritual engagement, contributors incorporate collective dreaming to envision alternate realities of learning and schooling and summon the spirit into action for change.
A Cultural - Historical Theory and Praxis for Teacher Education Based Inequality
in a NCLB Era , Effective Practices , and ... Portes , Pedro R. Dismantling
Educational Inequality : A CulturalHistorical Approach to Closing the
Achievement Gap .
Category: Hispanic Americans
Border-Lines is an interdisciplinary academic journal dedicated to the dissemination of research on Chicana/o-Latina/o cultural, political, and social issues.
Getting Real About Race in School Mica Pollock ... I wanted each author to
suggest a school-based action educators could take, every day, to help
counteract racial inequality and racism in ... and classrooms perpetuate racial
inequalities, but we suggest alternative acts that can help to dismantle such
Author: Mica Pollock
Publisher: The New Press
Which acts by educators are “racist” and which are “antiracist”? How can an educator constructively discuss complex issues of race with students and colleagues? In Everyday Antiracism leading educators deal with the most challenging questions about race in school, offering invaluable and effective advice. Contributors including Beverly Daniel Tatum, Sonia Nieto, and Pedro Noguera describe concrete ways to analyze classroom interactions that may or may not be “racial,” deal with racial inequality and “diversity,” and teach to high standards across racial lines. Topics range from using racial incidents as teachable moments and responding to the “n-word” to valuing students’ home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine and discuss everyday issues of race and opportunity in their own classrooms and schools. For educators and parents determined to move beyond frustrations about race, Everyday Antiracism is an essential tool.
Thus, the question from a critical race standpoint is not, “Does racism play a role
in educational disparities? ... and asks a more penetrating question: “How has
racism contributed to educational disparities, and how can it be dismantled?
Author: Tyrone C. Howard
Publisher: Teachers College Press
While race and culture remain important variables in how young people experience schools, they are often misunderstood by educators and school personnel. Building on three studies that investigated schools successful in closing the achievement gap, Tyrone Howard shows how adopting greater awareness and comprehensive understanding of race and culture can improve educational outcomes. Important reading for anyone who is genuinely committed to promoting educational equity and excellence for all children, this accessible book: Outlines the changing racial, ethnic, and cultural demographics in U.S. schools. Calls for educators to pay serious attention to how race and culture play out in school settings.Presents empirical data from schools that have improved achievement outcomes for racially and culturally diverse students.Focuses on ways in which educators can partner with parents and communities. “This book will be challenging for some readers and affirming for others. It is at times disheartening and at other times inspiring; sometimes anguishing but always enlightening.” —From the Foreword by Geneva Gay, University of Washington–Seattle, author of Culturally Responsive Teaching, Second Edition “Tyrone Howard provides a multi-dimensional and textured look at why students of color continue to struggle in the nation's schools. However, he does not stop there. This book points toward the solutions we have been seeking--partnerships, principles, and persistence.” —Gloria Ladson-Billings, University of Wisconsin–Madison
Third, noneofthe official documents and discoursesdealt withthecauses of
inequality,evenin Kay'scriticisms. This is not surprising sinceit implies dismantling
capitalism or atleast instituting massive redistribution of wealth.Itis significant that
Author: F. Ashurst
Category: Social Science
This book challenges the practice of exclusion by uncovering its roots in 19th century social and educational policy targeting poor children. Revealing a hidden history of exclusion, this analysis exposes the connections between the state, the education system and social policy, and opens a space for radical alternatives.
Ethnic Identity and Its Relationship with School Achievement Rosa Hernández
Sheets The achievement gap disparity in school ... Dismantling Educational
Inequality : Portes ( 2005 ) argues that the culturA Critical - Historical Approach
Category: Multicultural education
Dismantling educational inequality : A cultural - historical approach to closing the
achievement gap . New York : Peter Lang . Poynton , T. A. , & Carey , J. C. ( 2006
) . An integrative model of data - based decision making for school counseling .
Author: Joseph G. Ponterotto
Publisher: SAGE Publications, Incorporated
This handbook is considered a classic text in American counselling and is the world's most often-cited scholarly work on multicultural counselling.
Dismantling Educational Inequality: A Cultural-Historical Approach to Closing the
Achievement Gap. New York: Peter Lang. Reyes, P., Scribner, J. D., & Scribner,
A. P. (Eds.). (1999). Lessons from High-Performing Hispanic Schools: Creating ...
Author: Lourdes Diaz Soto
Publisher: R & L Education
From a cutting-edge cultural commentator and documentary filmmaker, a bold and brilliant challenge to cherished notions of the Internet as the great democratizing force of our age. The Internet has been hailed as a place where all can be heard and everyone can participate equally. But how true is this claim? In a seminal dismantling of techno-utopian visions, The People's Platform argues that for all that we "tweet" and "like" and "share," the Internet in fact reflects and amplifies real-world inequities at least as much as it ameliorates them. Online, just as off-line, attention and influence largely accrue to those who already have plenty of both. What we have seen in the virtual world so far, Astra Taylor says, has been not a revolution but a rearrangement. Although Silicon Valley tycoons have eclipsed Hollywood moguls, a handful of giants like Amazon, Apple, Google and Facebook still dominate our lives. And the worst habits of the old media model--the pressure to be quick and sensational, to seek easy celebrity, to appeal to the broadest possible public--have proliferated online, where every click can be measured and where "aggregating" the work of others is the surest way to attract eyeballs and ad revenue. In a world where culture is "free," creative work has diminishing value, and advertising fuels the system, the new order looks suspiciously just like the old one. We can do better, Taylor insists. The online world does offer an unprecedented opportunity, but a democratic culture that supports diverse voices, work of lasting value, and equitable business practices will not appear as a consequence of technology alone. If we want the Internet to truly be a people's platform, we will have to make it so.
Inequality in a Market Economy Gerard A. Postiglione ... in poor rural areas
continueto experience problems associated with poverty; basic health concerns
and barriersto education persist. ... sector,the dismantling ofthe rural cooperative
medical system, togetherwith fiscal decentralization andthe privatization ofcosts,
Author: Gerard A. Postiglione
Category: Business & Economics
Market reform, financial decentralization, and economic globalization have greatly accentuated China's social and regional inequalities. Education is expected to address these inequalities in a context of rapid social change, including the rise of an urban middle class, changed status of women, resurgence of ethnic identities, growing rural to urban migration, and lingering poverty in remote areas. But some argue that state policies have not sufficiently addressed inequitable practices, and that schools actually perpetuate and reproduce inequities, giving rise to a new system of social stratification driven more by market forces than socialist principles. Featuring all original, previously unpublished material, this volume examines this argument through analysis of selected aspects of educational stratification in China during the reform era. Chapters focus on the new urban middle class, poor rural residents, the migrant population in urban areas, rural girls, and ethnic minorities. The contributors are established scholars in the field, and they build a conceptual framework for assessing the degree to which China's educational reforms are inclusive, equitable, and integrative across social categories and groups.
Oxford Studies in Comparative Education Series . David Phillips , ed . Oxford , UK
... Portes , Pedro R. Dismantling Educational Inequality : A Cultural - Historical
Approach to Closing the Achievement Gap . New York : Peter Lang , 2005.
... Nurses and Operating Department Practitioners ; SA17109 Educational
Inequality and the Expansion of UK Higher Education ... Operative Categories of
Integration Policies in the United States ; SA16294 Dismantling the House of
Plessy : A ...
CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.
... and politically than the efforts of those educational revisionists ( Ivan Illich ,
Deschooling Society ; Colin Greer , The Great School Legend ) who advocate the
dismantling of the public schools largely as a means of dismantling the
Author: Nelson F. Ashline
Publisher: Lexington, Mass. : Lexington Books
Category: Educational equalization
The ultimate aim of much educational policy over the twentieth century was to
reduce socioeconomic inequalities in education and thus the ... way of
dismantling the reproduction of privilege and disadvantage from one generation
to the next.
Author: Gary N. Marks
Are socioeconomic inequalities in education declining? Is socioeconomic background becoming less important for people’s occupational class or status? How important is cognitive ability for education and later occupational outcomes? How do countries differ in the importance of socioeconomic background for education and work? Gary N. Marks argues that in western industrialized countries, pervasive views that socioeconomic background (or class background) has strong and unchanging relationships with education and later socioeconomic outcomes, resistant to policy and social change, are unfounded. Marks provides a large amount of evidence from many countries showing that the influence of socioeconomic background for education is moderate and most often declining, and socioeconomic background has only very weak impacts on adults’ occupation and earnings after taking into account education and cognitive ability. Furthermore, Marks shows that cognitive ability is a more powerful influence than socioeconomic background for educational outcomes, and that in addition to its indirect effects through education has a direct effect on occupation and earnings. Its effects cannot be dismissed as simply another aspect of socioeconomic background, nor do the usual criticisms of ‘cognitive ability’ apply. The declining effects for socioeconomic background and the importance of cognitive ability support several of the contentions of modernization theory. The book contributes to a variety of debates within sociology: quantitative and qualitative approaches, explanatory and non-explanatory theory, the relationship between theory and empirical research, the role of political ideology in research, sociology as a social science, and sociology’s contribution to knowledge about contemporary societies. It will appeal to professionals in the fields of education and sociology as well as postgraduate students and academics involved in the debate.