Making a Difference in Urban Schools

Gaskell, Jane; Levin, Benjamin

doi:10.3138/9781442663411

Cited by 11 publications

(19 citation statements)

References 1 publication

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“…Again, the reason this is so important in the context of this study is that, as Gaskell and Levin (2012) and Silver (2014)…”

Section: Child Povertymentioning

confidence: 88%

“…As Gaskell and Levin (2012) point out, high poverty levels in racialized communities are increasing in Winnipeg, as well as other Canadian urban centres. They found that children who live in poverty and do not share many of the dominant cultural attributes of the majority culture may attend school with less of the skills, behaviors, and understandings that teachers expect of them.…”

Section: Background Of the Studymentioning

confidence: 99%

“…In Winnipeg, there are people who are of White European descent who live in poverty. That said, Anyon (2005), Gaskell and Levin (2012), Apple (2003), and Omi and Winant (1993) have argued that poverty and exclusion in North America is largely racialized. In Canada, we have a colonial history and postcolonial reality in which the Indigenous people of Canada have been systemically victimized and marginalized; race has been an important social construct for hundreds of years; and recent immigration has been largely made up of visible minorities or racialized groups of people, often from countries also impacted by a colonial legacy.…”

Section: Racialized Povertymentioning

confidence: 99%

“…While being Indigenous or a member of a racialized ethnic group are not causes of poverty, there can be no question that there is a higher incidence of poverty among these groups (Silver, 2014). Gaskell and Levin (2012) write that while the intricacies and complexities of making sense of racialized compartmentalizations of people are dizzying, there are clear linkages between immigrant and Indigenous status and poverty, with 40 per cent of Indigenous and nearly half of the children of recent immigrants in the low-income category. Ornstein (2006) also found a high correlation between living a disadvantaged life and being of colour, reporting that the 20 poorest ethno-racial groups in Canada are non-European.…”

Section: Racialized Povertymentioning

confidence: 99%

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Complex Poverty and Urban School Systems: Critically Informed Perspectives on the Superintendency

Brothers¹

2022

Proceedings of the 2022 AERA Annual Meeting

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Complex Indigenous and racialized poverty exists in Canada. Child poverty obviously has a negative impact on our youth who are served by school systems. As Silver (2014, 2016) and others have demonstrated, poverty can lead to poor educational outcomes. The purpose of this study was to examination the understandings and actions of four superintendents in Winnipeg, Manitoba related to complex Indigenous and racialized poverty.The superintendency is incredibly complex and extremely political, and there cannot be a recipe book from which superintendents can help advance the cause of greater equity for all our students. That said, we can learn from the stories of those who have made a difference, no matter how small or contextualized. We can advance our knowledge to inform how superintendents can contribute to the creation of educational environments in which people challenge, develop, and, in the words of Foster (1986), "liberate human souls" (p. 18).Using a qualitative approach informed by critical theory, this study explores how the superintendents understood issues related to complex, racialized poverty in particular; and how these understandings influenced their work in highly complex, political, and contextual work environments.In this study, each of the superintendents participated in a series of individual interviews and a group dialogue. The study attempts to ascertain (a) what the participants believed about complex poverty and how they have come to these understandings, (b) how they described the socio-political and organizational environments that informed and influenced their work as superintendents and; what they were able and unable do to mitigate the effects of poverty upon students and their communities, and (c) what actions have they undertaken to attempt to address issues of racialized Running head: Complex Poverty and Urban School Systems: The Superintendency iii poverty and what else they think should be done in schools, in school systems, and in the greater communities.

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“…Again, the reason this is so important in the context of this study is that, as Gaskell and Levin (2012) and Silver (2014)…”

Section: Child Povertymentioning

confidence: 88%

Section: Background Of the Studymentioning

confidence: 99%

Section: Racialized Povertymentioning

confidence: 99%

Section: Racialized Povertymentioning

confidence: 99%

See 2 more Smart Citations

Complex Poverty and Urban School Systems: Critically Informed Perspectives on the Superintendency

Brothers¹

2022

Proceedings of the 2022 AERA Annual Meeting

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“…We also saw the complete centralization of school board funding, the amalgamation of seven legacy school boards in the Toronto Area, and decreased salaries and numbers of elected trustees (Garcea, 2014). The Harris government also supported province-wide teacher testing and changes to teachers' working conditions (Gaskell & Levin, 2012).…”

Section: Contextmentioning

confidence: 99%

Reforming for Racial Justice: A Narrative Synthesis and Critique of the Literature on District Reform in Ontario Over 25 Years

Shah

Cuglievan-Mindreau

Flessa

2022

Canadian Journal of Educational Administration and Policy

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Ontario school districts are struggling to respond to racism in schooling and society. How has the literature on school district reform in Ontario addressed these ongoing and growing concerns? Through a narrative synthesis and a systematic literature review, we map and characterize the existing literature on school district reform in Ontario in the past 25 years. By combining systematic searches in main online databases with key journal and author search, we analyzed and coded a total of 95 documents. Framed through Critical Race Theory (CRT) and in conversation with recent studies on anti-racist district reforms in the United States, we conceptualize four approaches to district reform literature in Ontario: The Politics of Race Evasion, the Politics of Illusory Equity, the Politics of Representation and Recognition, and the Politics of Anti-Racist Resistance. The authors conclude with a commentary on the use of these conceptualizations in district operations and policies, as well as directions for future research. They also propose a potential fifth approach to district reform, The Politics of Regeneration.

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Introducing Socially just Leadership

MacDonald

2023

Educational Leadership Theory

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Making a Difference in Urban Schools

Cited by 11 publications

References 1 publication

Complex Poverty and Urban School Systems: Critically Informed Perspectives on the Superintendency

Complex Poverty and Urban School Systems: Critically Informed Perspectives on the Superintendency

Reforming for Racial Justice: A Narrative Synthesis and Critique of the Literature on District Reform in Ontario Over 25 Years

Introducing Socially just Leadership

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