Educational Strategies for Children of Milwaukee: A Critical Race Theory Analysis

Abstract

The educational dilemmas faced in Milwaukee are mirrored in other large, urban cities across the country. Thus, Milwaukee presents an example that reflects a national crisis in addressing race and education. This article examines educational options for Milwaukee students through the lens of Critical Race Theory.

Intersectionality and Student Outcomes: Sharpening the Struggle against Racism, Sexism, Classism, Ableism, Heterosexism, Nationalism, and Linguistic, Religious, and Geographical Discrimination in Teaching and Learning

“…Recent studies suggest that because socially constructed categories of difference influence student outcomes (Chapman, Lamborn & Epps, 2010), preservice teachers should be prepared to strategically consider students' identity axes in their curricular and pedagogical decisions (Akom, 2009;Allard & Santoro, 2008;DiAngelo & Sensoy, 2010;Ensign, 2009;Heilman, 2010). DiAngelo and Sensoy (2010) assert: "They [preservice teachers] are beginning to realize that contrary to what they have always believed, socially-constructed categories of difference (such as gender, race, ability) rather than merit alone, do matter and contribute significantly to students' experiences, outcomes for success, and future life opportunities" (p. 97).…”

“…(Allard & Santoro, 2008, p. 202). Research suggests students' low achievement can be addressed through intersectional curricula, teaching, assessment, and relationships (Allard & Santoro, 2008;DiAngelo & Sensoy, 2010;Irizarry, 2007), that take an assetbased view of students, their families, and communities (Akom, 2009;Camarrota, 2007;Chapman et al, 2010). Intersectional teaching and learning that promotes improved student outcomes centers students' voices and experiences and invites teachers to respect students' production of their individual and collective identities, listen to students' counter-storytelling, enact culturally responsive pedagogy, and embody an intersectionallyaware teacher identity.…”