Search results for: Milner IV H. Richard
Page 1/1 3 items
The article seeks to explain how students from middle-class to upper-middle-class communities continue to pull ahead of students from other backgrounds. A mixed-method ethnographic study that followed a diverse group of high- and underachieving students through their entire high school careers. The article describes the practices that were oriented toward producing competitive academic success, including: 1) the class cultural community achievement ideology; (2) the school’s institutional advantaging of its pupils; (3) student identities and strategies for school success; and (4) parental intervention in school and manipulation of educational policies.
Updated: Nov. 28, 2010
Several concepts that are important for inclusion in any teacher education curriculum regarding diversity studies are clarified in this article. The author outlines important concepts that contribute to teachers’ conceptual repertoires of diversity: color-blindness, cultural conflict, meritocracy, deficit conceptions, and expectations. The idea is that when teachers enter teacher education, their conceptions need to be addressed because these conceptions shape their curricula and instructional practices with P-12 students. The author concludes with a call to action for teacher educators and teacher education.
Updated: Apr. 27, 2010
Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices
The article examines the Derrick Bell's (1980) interest convergence can be used as an analytic, explanatory, and conceptual tool in the study and analyses of policies and practices in teacher education. The author conceptualizes some broad themes of 'raced' interests in teacher education, and introduces an evolving theory of disruptive movement in teacher education to fight against racism in teacher education policies and practices.
Updated: Oct. 26, 2008