Engaging in the Struggle of Educating for a Democracy

Minnici, Angela; Hill, Deanna

doi:10.1080/10476210701533092

Cited by 5 publications

(8 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When the law went into effect in 2002, however, SEAs did not have the necessary capacity to take on their new caseloads (C. G. Brown, Hess, Lautzenheiser, & Owen, 2011; Manna, 2010; Minnici & Hill, 2007; Tannenbaum et al, 2015), so schools, and thus districts, were responsible for turning themselves around. The recent passage of the Every Student Succeeds Act (ESSA) of 2015 revised several key NCLB provisions, most notably devolving some of the federal government’s oversight of school improvement efforts back to states.…”

mentioning

confidence: 99%

How State Education Agencies Are Administering School Turnaround Efforts: 15 Years After No Child Left Behind

VanGronigen

Meyers

2017

Educational Policy

View full text Add to dashboard Cite

School turnaround—the rapid improvement of student achievement in low-performing schools—is increasingly a major topic of interest in K-12 public education. Federal legislation has left varying degrees of school improvement–related responsibilities up to states, and policy makers have divergent views about how to realize turnaround. We investigate and describe how each state education agency (SEA) is administering school turnaround efforts in federally designated priority schools. To accomplish this, we examined a variety of publicly available documents from SEA websites and summarized the data into three overarching categories. We discuss how this finding has significant implications for policy makers and SEAs, especially as the Every Student Succeeds Act (ESSA) is implemented.

show abstract

mentioning

confidence: 99%

How State Education Agencies Are Administering School Turnaround Efforts: 15 Years After No Child Left Behind

VanGronigen

Meyers

2017

Educational Policy

View full text Add to dashboard Cite

show abstract

“…As happens in the university setting (Bérbubé, 2006;Chizhik, 2003;Minnici & Hill, 2007), voices of dominant and privileged groups prevail over those of subordinate or minority groups. Given these power dynamics, creating a deliberative learning environment in a multicultural classroom requires clear ethical parameters, which have not been explicitly set by liberal educators.…”

Section: Two Educational Philosophies Of Critical Liberal Educationmentioning

confidence: 96%

Critical liberal education: an undergraduate pedagogy for teacher candidates in socially diverse university settings

Chavez-Reyes

2010

Teaching Education

View full text Add to dashboard Cite

This article addresses the lack of attention universities have given to adjusting liberal education, the undergraduate major for teachers in California, to the increase of multi-ethnic, multi-racial, and social class heterogeneity in state universities. This article argues for a revised pedagogy for undergraduate liberal arts education for teacher candidates in California called critical liberal education. This pedagogy emphasizes the interdisciplinary knowledge and inquiry skills of a traditional program in conjunction with intercultural competence, civic engagement and an ethical stance toward social justice. This pedagogy brings liberal arts education in line with living in our complex multicultural democracy to create analytic, engaged teacher-citizens for the twenty-first century.

show abstract

“…Their resistance only assures me of the critical need for future educators at this small southern, commuter college to address educational oppression. Although the college is 79% white, a large number of the children in the surrounding communities are Latino and from limited-income families, and ethically, the college cannot prepare educators unwilling to accept diversity or unprepared to enter diverse classrooms and teach for social justice (Minnici & Hill, 2007). There is a need for the creation of borderland spaces where students and community members can cross borders together.…”

Section: Teaching In the Borderlandmentioning

confidence: 96%

“…My biggest insight was the recognition that my experience of class oppression was not the same as racial or gender oppression. In navigating my own and my students' complex emotions around sensitive issues of identity and meritocracy, I sought to create spaces for authentic, critical dialog regarding race and gender privilege (Minnici & Hill, 2007). In what I call a pedagogy of vulnerability, I now use my life story as a case study of coming to grips with white, male privilege, and oppression with my students, many of whom are encountering these issues for the first time.…”

Section: Teaching In the Borderlandmentioning

confidence: 99%

Teaching in the borderland: critical practices in foundations courses

et al. 2012

View full text Add to dashboard Cite

Using first-person accounts of classroom experiences, five professors examine the intersection of social foundations and borderland theory and their efforts to move students through resistance to understanding and affirmation of sociocultural diversity. The authors present this paper in two parts, the first providing examples of using a borderland approach within the classroom and the second providing illustrations moving these borderland strategies beyond the classroom. In each case, authors show the interwoven nature of pedagogy, identity, knowledge, and experience as they work to connect theory and practice. All of the institutions represented have majority white populations, and many do not reflect the diversity of the communities in which they are situated. The need for borderland practices in social foundations courses is urgent in these areas. These pedagogical reflections, although not meant to be recipes for success, provide examples of practices that can serve to meet the growing demands from schools and communities for culturally competent, socially aware teacher-leaders, and reaffirm the critical importance of social foundations in teacher education.

show abstract

Engaging in the Struggle of Educating for a Democracy

Cited by 5 publications

References 9 publications

How State Education Agencies Are Administering School Turnaround Efforts: 15 Years After No Child Left Behind

How State Education Agencies Are Administering School Turnaround Efforts: 15 Years After No Child Left Behind

Critical liberal education: an undergraduate pedagogy for teacher candidates in socially diverse university settings

Teaching in the borderland: critical practices in foundations courses

Contact Info

Product

Resources

About