From Charity To Equityrace Homelessness And Urban Schools
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| Author | : Ann M. Aviles de Bradley |
| Publisher | : Teachers College Press |
| Total Pages | : 145 |
| Release | : 2015 |
| Genre | : Education |
| ISBN | : 0807773719 |
Students experiencing homelessness often face overwhelming obstacles that limit both their access to education and their prospects for success in life. The McKinney-Vento Act (1987) was created to ensure that schools provide services that support students in unstable housing situations but, unfortunately, effective implementation of important provisions continues to be elusive. In addition, adults charged with McKinney-Vento implementation in schools voice frustration with overload and lack of support or consistent resources. Through interviews with youth experiencing homelessness, Aviles de Bradley introduces readers to their remarkable resilience under fire and their determination to thrive despite the systemic inequities they encounter daily. The book also explores how poor people of color experience and interface with social institutions, namely schools, and uncovers important connections between homelessness and racism using a Critical Race Theory framework. Readers are challenged to see McKinney-Vento implementation not as charity, but as an issue of legislated social justice and to work towards educational equity for students experiencing homelessness. Book Features: Portrays how students and schooling are affected by homelessness.Shows how homelessness interacts with and impacts teaching and learning.Brings to life the personal stories and struggles of homeless youth.Examines school practices in light of existing federal law.Includes the voices of school personnel charged with supporting homeless students. “Ann M. Aviles de Bradley... draws on an intersectional framework to carefully examine the polices and practices that shape outcomes for homeless youth in large urban centers such as Chicago. Her carefully contextualized examinations of the racialized experiences of homeless youth of color brings a searing poignancy and richness to the work which sets it apart all the others. This book will completely transform the way we think about how to address the needs of homeless youth in our schools.” —Marvin Lynn, Dean and Professor, School of Education, Indiana University South Bend “Dr. Aviles de Bradley succinctly captures a conversation many in the United States are afraid to engage in: the relationship between race and homelessness. Her research contributes to the larger project of justice in education by challenging conventional notions of educational policy formation and implementation with dexterity and care. Moving us away from charity and toward equity is a bold and necessary move in any grounded struggle toward transformative education.” —David Stovall, Educational Policy Studies and African-American Studies, University of Illinois at Chicago
| Author | : William Ayers |
| Publisher | : Routledge |
| Total Pages | : 192 |
| Release | : 2016-07-07 |
| Genre | : Education |
| ISBN | : 1134995636 |
Teaching Toward Democracy examines the contested space of schooling and school reform with a focus on the unique challenges and opportunities that teaching in a democratic society provides. Chapters are written in the spirit of notes, conversations and letters the nationally recognized team of authors wish they received in their journeys into teaching. Building on the conversational and accessible approach, this revised edition includes additional dialogues amongst the authors to further explore how they have individually and collectively reflected on the qualities of mind that teachers explore and work to develop as they become more effective educators. Inspiring and uplifting, Teaching Toward Democracy adds to the repertoire of skills teachers can access in their classrooms and encourages the confidence to locate themselves within the noble tradition of teaching as democratic work.
| Author | : Isaura Pulido |
| Publisher | : University of Illinois Press |
| Total Pages | : 359 |
| Release | : 2022-08-09 |
| Genre | : Social Science |
| ISBN | : 0252053508 |
In this collection, local experts use personal narratives and empirical data to explore the history of Mexican American and Puerto Rican education in the Chicago Public Schools (CPS) system. The essays focus on three themes: the historical context of segregated and inferior schooling for Latina/o/x students; the changing purposes and meanings of education for Latina/o/x students from the 1950s through today; and Latina/o/x resistance to educational reforms grounded in neoliberalism. Contributors look at stories of student strength and resistance, the oppressive systems forced on Mexican American women, the criminalization of Puerto Ricans fighting for liberatory education, and other topics of educational significance. As they show, many harmful past practices remain the norm--or have become worse. Yet Latina/o/x communities and students persistently engage in transformative practices shaping new approaches to education that promise to reverberate not only in the city but nationwide. Insightful and enlightening, Latina/o/x Education in Chicago brings to light the ongoing struggle for educational equity in the Chicago Public Schools.
| Author | : James G. Dwyer |
| Publisher | : Routledge |
| Total Pages | : 521 |
| Release | : 2018-06-14 |
| Genre | : Law |
| ISBN | : 1351109979 |
How can we end the inter-generational cycle of poverty and dysfunction in the US's urban ghettos? This ground-breaking and controversial book is the first to provide a child-centered perspective on the subject by combining a wealth of social science information with sophisticated normative analysis to support novel reforms—to child protection law and practice, family law, and zoning— that would quickly end that cycle. The rub is that the reforms needed would entail further suffering and loss of liberty for adults in these communities, and liberal advocacy organizations and academics are so adult-centered in their sympathies and thinking that they reflexively oppose any such measures. Liberals have instead promoted one ineffectual parent-focused program after another, in an ideologically-driven quest for the magic pill that can save both adults and children in these communities at the same time. This `insider critique’ of liberal child welfare policy reveals a dilemma that liberals have yet to face squarely: there is an ineradicable conflict of interests between many young children and their parents, especially in areas of concentrated poverty, and one must choose sides. It is a must read for legal academics, political scientists, urban policy experts, as well as professionals working in social work, law, education, urban planning, legislative offices, and administrative agencies.
| Author | : Greg Wiggan |
| Publisher | : Springer |
| Total Pages | : 141 |
| Release | : 2016-07-08 |
| Genre | : Education |
| ISBN | : 9463004416 |
"This book auto-ethnographically explores the experiences of students and teachers both locally and globally, while addressing the critical intersection of race, class, and gender in education. It explores diversity perspectives on schools and society in Japan, the United States, Bahamas, and Jamaica in regards to living and attending schools in a foreign country; being an international minority student in the U.S.; and being a minority teacher in U.S. public schools. In doing so, the book addresses minority experiences as it seeks to promote agency and advocacy for the underserved both locally and globally, and making the world more humane and inclusive through education. It acknowledges that we live in a global society, and as such, we must become global citizens and ambassadors of the world in which we live. Greg Wiggan is an Associate Professor of Urban Education, Adjunct Associate Professor of Sociology, and Affiliate Faculty Member of Africana Studies at the University of North Carolina at Charlotte. His research addresses urban education and urban sociology in the context of school processes that promote high achievement among African American students and other underserved minority student populations. In doing so, his research also examines the broader connections between the history of urbanization, globalization processes and the internationalization of education in urban schools. His books include: Global Issues in Education: Pedagogy, Policy, Practice, and the Minority Experience; Education in a Strange Land: Globalization, Urbanization, and Urban Schools – The Social and Educational Implications of the Geopolitical Economy; Curriculum Violence: America’s new Civil Rights Issue; Education for the New Frontier: Race, Education and Triumph in Jim Crow America (1867–1945); Following the Northern Star: Caribbean Identities and Education in North American Schools; Unshackled: Education for Freedom, Student Achievement and Personal Emancipation; In Search of a Canon: European History and the Imperialist State; and Last of the Black Titans: The Role of Historically Black Colleges and Universities in the 21st Century.
| Author | : Cheryl E. Matias |
| Publisher | : Taylor & Francis |
| Total Pages | : 163 |
| Release | : 2024-11-25 |
| Genre | : Education |
| ISBN | : 1040224032 |
Race is everywhere and pretending not to see it only does more damage than good. This book delves into the work of Charles Mills and how his underlying philosophies of race still play out in today’s economic, educational, political and sociological arena. Charles Mills left a legacy of philosophical racial analyses needed to better understand race, racism, whiteness, and white supremacy worldwide. From the Racial Contract to global issues of colonial whiteness and epistemological racial ignorance, Mills’ theories still resonate in the research that race scholars conduct today. Needless to say, despite his passing, Charles’ work lives on. To honour Mills’ scholarship, this book draws on interdisciplinary studies (e.g., sociology, political science, Black studies, and education) to excavate the racial landscape of the U.S. post Trump, Anti-CRT bans, #BLM, and global racial reckonings. Within this volume prominent scholars of race worldwide and, from a variety of disciplines, discuss Mills’ theories as applied to contemporary discourses of race, whilst also offering very personal vignettes that best illuminate who Charles was to us all. Essentially, the man behind the theories. Filled with both deep theoretical analyses and personal stories of Charles, this book will liven the spirits, hearts, and hope for racial justice and those who work endlessly towards it. This book is a key resource for scholars, researchers and practitioners in the fields of education, sociology, political science, racial and ethnic studies, development studies and philosophy. It was originally published as a special issue of the journal Race Ethnicity and Education.
| Author | : Yasser Arafat Payne |
| Publisher | : Rutgers University Press |
| Total Pages | : 222 |
| Release | : 2023-07-14 |
| Genre | : Social Science |
| ISBN | : 197881738X |
Far too many poor Black communities struggle with gun violence and homicide. The result has been the unnatural contortion of Black families and the inter-generational perpetuation of social chaos and untimely death. Young people are repeatedly ripped away from life by violence, while many men are locked away in prisons. In neighborhoods like those of Wilmington, Delaware, residents routinely face the pressures of violence, death, and incarceration. Murder Town, USA is thus a timely ethnography with an innovative structure: the authors helped organize fifteen residents formerly involved with the streets and/or the criminal justice system to document the relationship between structural opportunity and experiences with violence in Wilmington's Eastside and Southbridge neighborhoods. Earlier scholars offered rich cultural analysis of violence in low-income Black communities, and yet this literature has mostly conceptualized violence through frameworks of personal responsibility or individual accountability. And even if acknowledging the pressure of structural inequality, most earlier researchers describe violence as the ultimate result of some moral failing, a propensity for crime, and the notion of helplessness. Instead, in Murder Town USA, Payne, Hitchens, and Chamber, along with their collaborative team of street ethnographers, instead offer a radical re-conceptualization of violence in low-income Black communities by describing the penchant for violence and involvement in crime overall to be a logical, "resilient" response to the perverse context of structural inequality.
| Author | : Ronald Hallett |
| Publisher | : Teachers College Press |
| Total Pages | : 161 |
| Release | : 2016 |
| Genre | : Education |
| ISBN | : 0807775118 |
Schools and districts are seeing unprecedented numbers of students and families living without residential stability. Although the McKinney-Vento Act has been around for over two decades, many district- and site-level practitioners have a difficult time interpreting and implementing the Act’s mandates within their local contexts. This book provides much-needed guidance to help educational leaders support students who are homeless and highly mobile students who face significant barriers related to access and academic success. The authors employ several different strategies to help translate complex state and federal policies into effective practices. They include policy analysis, examples of successful approaches, tools for training staff, youth experiences, and address the role of school districts in serving marginalized students. Serving Students Who Are Homeless can be used as a professional development tool at the local and district level, and as a textbook in higher education settings that prepare entry-level and advanced-credential administrators, counselors, school psychologists, and curriculum leaders. Book Features: Guidance for understanding and implementing the law and tools for training staff. Case studies that include the voices of students, families, and practitioners. Questions and activities to facilitate professional development discussions. “I have worked in this realm for more than a decade and, sadly, the numbers of homeless families and children continue to rise. The information and strategies identified within the pages of this book will prove to be an invaluable resource to the work of counselors, school personnel, teachers, administrators, and advocates for homeless students.” —Melissa Schoonmaker, Los Angeles County Office of Education “Homelessness brings an array of daunting challenges to students, families, and schools. As more and more communities are experiencing these challenges throughout the US, Dr. Hallett and Dr. Skrla have skillfully developed a critical new resource that can help those in most need. I admire their work!” —Peter Miller, University of Wisconsin–Madison
| Author | : Ronald E. Hallett |
| Publisher | : John Wiley & Sons |
| Total Pages | : 144 |
| Release | : 2018-01-24 |
| Genre | : Education |
| ISBN | : 1119482372 |
Both colleges and policymakers recognize the importance of supporting students experiencing homelessness in higher education. The challenges involve both addressing issues of college access as well as developing strategies to support retention and degree completion once enrolled. This volume explores how homelessness intersects most social issues that marginalize individuals and negatively influence postsecondary completion, including poverty, foster care, and LGBTQ+ discrimination. As becomes evident, students experiencing homelessness should be considered in conversations about equity and access. For these students, completing some form of degree or certification beyond high school is a vital step in achieving future stability. Topics covered include: how residential experiences influence educational engagement and retention an overview of research related to housing insecurity in higher education federal and state policies related to homelessness in higher education a trauma-informed care approach to this issue an approach to understanding and studying housing insecurity among students ideas that will be necessary for policy and program development.
| Author | : Steven P. Jones |
| Publisher | : IAP |
| Total Pages | : 167 |
| Release | : 2015-08-01 |
| Genre | : Education |
| ISBN | : 1681232200 |
There is a story going around about the public schools and the people who teach in them—a story about how awful our nation’s teachers are and why we should blame teachers for the poor state of our public schools. But is the story about teachers right or fair? Why do so many people point fingers at teachers and seem to resent them so much? Blame Teachers: The Emotional Reasons for Educational Reform examines why many people blame teachers for what they understand to be the poor state of our schools. Blame comes easily to many people when they read about poor student performance and how “protected” teachers are by teachers’ unions and tenure policies. And with blame comes resentment, and with resentment comes demands for all kinds of educational reform—calls for more standardized testing, merit pay, charter schools, and all the rest. And we expect teachers to like and accept all the reforms being proposed. Conceiving educational reform out of blame and resentment aimed at teachers does no good for teachers, students, or schools. Blame Teachers outlines many of the strange and unacceptable assumptions about teaching and the purposes of education contained in these educational reforms. Intended for teachers, teacher education students, policymakers and the larger public, Blame Teachers suggests much better and more productive conversations we can have with teachers—conversations much more likely to improve teaching and learning in classrooms. The book argues for conversations with teachers that don’t begin or end with blame and resentment. In this lively, personal meditation on what it means to be a teacher, Steven Jones demonstrates how an emotional, unreasoned ‘blame game’ directed at teachers by educational reformers today is undercutting the future of the nation’s children. It is doing so by threatening to deprive them of teachers as contrasted with by?the?numbers technicians. Today’s reformers neglect the philosopher Spinoza’s time honored insight, that a person in the grip of emotion is “in human bondage” and simply cannot see the truth of things. Can educators themselves, in tandem with knowledgeable members of the public, transform the reformers’ dogmatic, harmful narrative about our teachers? Jones’ thoughtful study will surely help in this much?needed effort. ~ David T. Hansen, Weinberg Professor in the Historical and Philosophical Foundations of Education, Teachers College
