Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms

Abstract

The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study documents the affects of various policies that were implemented to create equity and equality in urban, multiracial and socio-economically diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms. Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current conversations on successful reform implementation.Multicultural education Á Urban education Á Critical race theory

Gender Role in Saudi Arabian Female High School English Textbooks Traveller 1 and Traveller 2

“…School curriculum are indeed significant agents that construct gender images, roles and representations (Corrado, 2009;Chapman, 2008). In Saudi Arabia, female high school students spend around (7) hour each day at school which would surely have some long lasting effects on them.…”

“…In Saudi Arabia, female high school students spend around (7) hour each day at school which would surely have some long lasting effects on them. However, Chapman (2008) warned from possible gender bias, imbalance and misrepresentation embedded in schools' textbooks. The current study becomes more significant with English language textbooks because learners of a foreign language often tend to use the same names, practice the same roles and imitate the same dialogues' contents and use theme frequently in activities and assignments.…”

The Four Personae of Racism

“…The centrality of race in CRT scholars’ examination of legal issues subsequently led to a similar movement among education scholars. Most notably, CRT scholars have used the concepts of systemic racism (Aléman, 2006; Dixson & Rousseau, 2006; Ladson-Billings, 1998; Ladson-Billings & Tate, 1995; Lopez, 2003), Whiteness as property (Gillborn, 2008; Stovall, 2006; Vaught & Castagno, 2008), counternarratives (Delgado Bernal, 2002; Howard, 2008; Knaus, 2009; Solórzano & Yosso, 2002), and interest convergence (Beratan, 2008; Chapman, 2008; Milner, 2008) to analyze the racial inequities that persist in schools. Furthermore, Ladson-Billings (1998) urges school leaders and educators to critically examine how race is played out in the areas of curriculum, instruction, assessment, and school funding, in particular, as they relate to the suppression of “intellectual rights” of minority children.…”

Early Childhood Perceptions of Diversity: A Case of Addressing Multicultural Education in the Classroom

“…(p. 197-198) Policies regarding equity and equality were made for schools following this hearing, but were either ignored or misunderstood by educators on how to implement them. Chapman (2008) points out that desegregation was goodreverting to segregated schools would be a disgrace to America; but, problems arose when African-American students were placed into schools with all white teachers, who did not adequately represent the minorities' needs in the classroom. There are teachers in America who still live and work in towns of one race and may also feel uncomfortable in their ability to teach a student who may enroll into their class and are of another race.…”

“…Inevitably, this plethora of projects…has unforeseen consequences and unforeseen impact" (Haberman & Post, 1998, p. 100). Chapman (2008) suggests that to move away from merely having theories to having concrete steps of creating a multicultural experience, educators must "document the processes as well as the outcomes" (p. 62). In the meantime, children are not experiencing a multicultural education and growing into globally competent citizens who are aware of, and respectful for, cultures different than their own.…”