Search results for: Equity
Page 2/2 18 items
The author has been inspired by Gloria Ladson-Billings' article which described what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality. However, this article offers the term and stance of culturally sustaining pedagogy as an alternative. The author believes that this alternative embodies some of the best research and practice in the resource pedagogy tradition and as a term that supports the value of our multiethnic and multilingual present and future. Culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling.
Updated: Sep. 15, 2013
“The Changers and the Changed”: Preparing Early Childhood Teachers to Work With Lesbian, Gay, Bisexual, and Transgender Families
This article is aimed to examine the learning process and transformation of early childhood teacher education students in a course on family equity. The authors present the findings the discussion on how courses on family equity can and should be incorporated into teacher education programs.
Updated: May. 28, 2013
This article has two primary aims. The first is to clarify the differing rationales for affirmative action that have emerged in five nations—France, India, South Africa, the United States and Brazil. The second is to make the case for the most compelling rationales, whether instrumentally or morally based. The author offers philosophical analysis of the justifications for affirmative action in each country and synthesizes federal and state legislation, court decisions, news media sources, and research-based scholarship.
Updated: Oct. 19, 2010
Pathways to Critical Consciousness: A First-Year Teacher’s Engagement With Issues of Race and Equity
In this article, the author asserts that critical racial consciousness is cultivated by context and performed—and often performed differently in different settings. The author considers the ways in which a White first-year teacher performs critical racial consciousness in the context of her urban fifth-grade classroom. The findings of this study fall into three themes—racial identity reflection, awareness of inequity, and challenges to engagement. The author asserts that “discourses of possibility” related to White racial consciousness can be encouraged in teacher preparation courses. The author concludes the article with implications for preservice teacher education and in-service teacher development.
Updated: Mar. 14, 2010
The author reviews research related to mathematics education and cooperative learning. Furthermore, she discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. The author concludes by considering unresolved questions in the field and proposing directions for future research.
Updated: Jul. 02, 2009
A Course on Gender Equity in Education: Does It Affect Gender Role Attitudes of Preservice Teachers?
The purpose of this study is to explore if a semester-long course on gender equity in education has an impact on the attitudes of preservice teachers toward gender roles. To this end, a pretest–posttest analysis is carried out in a state university in Ankara, Turkey. 133 preservice teachers participated in this study; 33 of whom had taken the course and 100 of whom had not.
Updated: Mar. 31, 2009
Although in the long run, neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed. This article sketches what teacher education in the US can do to advance equity and democracy in five areas: recruitment and admission, early fieldwork, professional coursework, student teaching, and on-going professional development.It concludes by emphasizing the importance of collaborating with underserved communities as a way of pushing back against neoliberalism.
Updated: Jan. 19, 2009
This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom.
Updated: Mar. 09, 2008