Search results for: Equity
Page 2/2 16 items
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