2000
DOI: 10.1007/978-1-4615-4403-6_8
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Seeking Social Justice: A Teacher Education Faculty’s Self Study

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Cited by 19 publications
(6 citation statements)
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“…When compared to their White middle-class counterparts, students of color and low socioeconomic status (SES) consistently experience significantly lower achievement test scores, teacher expectations, and allocation of resources (Alexander, Entwisle, & Olsen, 2001;Banks, 1997;Delpit, 1995;Jencks & Phillips, 1998;Ortiz, 1997). As such, many scholars (see Cochran-Smith et al, 1999;Grogan, 2000;Kincheloe & Steinberg, 1995;Shields & Oberg, 2000) advocate a critique of educational systems in terms of access, power, and privilege based on race, culture, gender, sexual orientation, language, background, ability, and/or socioeconomic position. As such, many scholars (see Cochran-Smith et al, 1999;Grogan, 2000;Kincheloe & Steinberg, 1995;Shields & Oberg, 2000) advocate a critique of educational systems in terms of access, power, and privilege based on race, culture, gender, sexual orientation, language, background, ability, and/or socioeconomic position.…”
Section: The Loom: Preparatory Frame Of "Leaders For Social Justice"mentioning
confidence: 99%
“…When compared to their White middle-class counterparts, students of color and low socioeconomic status (SES) consistently experience significantly lower achievement test scores, teacher expectations, and allocation of resources (Alexander, Entwisle, & Olsen, 2001;Banks, 1997;Delpit, 1995;Jencks & Phillips, 1998;Ortiz, 1997). As such, many scholars (see Cochran-Smith et al, 1999;Grogan, 2000;Kincheloe & Steinberg, 1995;Shields & Oberg, 2000) advocate a critique of educational systems in terms of access, power, and privilege based on race, culture, gender, sexual orientation, language, background, ability, and/or socioeconomic position. As such, many scholars (see Cochran-Smith et al, 1999;Grogan, 2000;Kincheloe & Steinberg, 1995;Shields & Oberg, 2000) advocate a critique of educational systems in terms of access, power, and privilege based on race, culture, gender, sexual orientation, language, background, ability, and/or socioeconomic position.…”
Section: The Loom: Preparatory Frame Of "Leaders For Social Justice"mentioning
confidence: 99%
“…The first concerns data that consistently show that some groups of students are more likely than others to benefit from their schooling and educational experiences. In 1999, Marilyn Cochran-Smith and eight of her colleagues introduced an article focused on the work of teacher education with reference to “mounting evidence that the present educational system is failing to serve disproportionately large numbers of children who are not part of the mainstream” (Cochran-Smith et al, 1999, p. 229). Over 20 years later, evidence continues to demonstrate that some groups of learners are more consistently advantaged by educational systems than others (Mills et al, 2019).…”
mentioning
confidence: 99%
“…However, this conversation begins with those preparing school leaders to engage in dialogue and inquiry as drivers for authentic change (see Boske, 2010, 2014). Engaging in theories of change may range from faculty expanding upon their discussions regarding diversity (see Dowd & Bensimon, 2015) to self-reflection (see Boske, 2014) to self-study (see Cochran-Smith, Albert, Dimattia, Freedman, Jackson, & Mooney, 1999) to providing opportunities for self-transformation (see Dantley & Tillman, 2010). For those engaged in this critical work, an essential component of this inquiry process is for those involved in this process to be mindful of connections among beliefs, behaviors, and organizational routines that often influence programmatic decision making.…”
Section: Teaching Notesmentioning
confidence: 99%