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Oakes, Jeannie; Lipton, Martin J.

doi:10.1023/a:1021225728762

Cited by 46 publications

(4 citation statements)

References 18 publications

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“…These alliances can support underserved communities who seek just and equitable education for their children (Sleeter, 2008), reach out to policy-makers, or join activist groups in defending the rights of marginalized populations (Oakes, Rogers, & Lipton, 2006). Coalitions and alliances with social movements, policy communities, and grass-roots organizations could mobilize resources and generate long-lasting cultural changes that are necessary to address the inequities that exist in U.S. public education (Oakes & Lipton, 2002), to prevent deprofessionalization of teaching, and to preclude elimination of university-based teacher education. Echoing Bourdieu's (2000) call for scholars to use their intellectual and social capital to support social movements that fight against the degradation and disruption of human life caused by neoliberalism, we encourage our readers to consider the struggles around them as opportunities to engage in a fight for a better future.…”

Section: Moving Forwardmentioning

confidence: 99%

Navigating the contested terrain of teacher education policy and practice: Introduction to the special issue

Aydarova

Berliner

2018

EPAA

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In the policy climate where various actors claim to have the solutions for the enduring challenges of teacher education, policy deliberations sideline certain voices. This introduction to the special issue explores policy contestations surrounding teacher education and highlights some of the perspectives overlooked by policy debates. It lays out new priorities for the teacher education community to ensure that the profession’s collective voice would be heard by policy-makers and by the public at large.

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Section: Moving Forwardmentioning

confidence: 99%

Navigating the contested terrain of teacher education policy and practice: Introduction to the special issue

Aydarova

Berliner

2018

EPAA

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“…The role of the teacher in temporary language adaptation classrooms (ATAL in Spanish) for migrant students is important for ensuring a specific attention to migrant students and their families. Therefore, a larger number of professionals of this area are required, especially in regions with a significant percentage of students from different cultures and languages [6,27,37].…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, to fight the disproportionate representation in special education, it is fundamental to adopt culturally responsive educational systems that value and use the culture, language and experiences of all students [36]. This requires a profound transformation in the assumptions and practices of the educational structure, from classrooms to decision making in the school system [37]. Collaboration and transforming change are essential for the attainment of a more equitable education system that receives cultural diversity.…”

Section: Overrepresentation Of Students From Ethnic Minorities In Spe...mentioning

confidence: 99%

Overrepresentation of Students from a Migrant Background in Special Education: Promoting Inclusive and Equitable Education

Cotán,

de-Besa,

Ruiz-Bejarano

et al. 2023

Education Sciences

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This study analyses the overrepresentation of students from a migrant background in special education in the stage of primary education, in the region of El Campo de Gibraltar (Southern Spain). This phenomenon poses significant concerns in terms of educational equity and discrimination, as well as questions about the possible underlying causes. It was decided to address this issue from a qualitative methodology through semi-structured interviews with 16 educators of educational centres that have a significant number of students from a migrant background. The results show the need of educators for specific training in attention to diversity. Likewise, many migrant families come to Spain due to the lack of adequate attention that their children receive in their home countries. Lastly, language and cultural barriers were identified, which allow for biased assessments and subjective decisions that result in the referral of students from a migrant background to special education from a multidimensional perspective. Therefore, it is fundamental to provide training to professionals, overcome the language and cultural barriers and ensure that the necessary resources are available, thus guaranteeing an inclusive and equitable education for all students, regardless of their origin.

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“…Making place focal within analyses of social practices requires we pay close attention to, for example, the social and spatial configuration of access to valued educational opportunities that are likely to be consequential in the educational careers of students (Oakes and Lipton 2002). Likewise, we need to attend to how power operates through the deployment of larger cultural and political frames for action to shape the organization of schooling and access to opportunities to learn (Hand et al 2012), and to how people construct places specifically to contest dominant frames for meaning making (Gutiérrez 2008).…”

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confidence: 99%

Studying science and engineering learning in practice

Penuel

2014

Cult Stud of Sci Educ

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A key goal of science and engineering education is to provide opportunities for people to access, interpret, and make use of science and engineering to address practical human needs. Most education research, however, focuses on how best to prepare students in schools to participate in forms of science and engineering practices that resemble those of disciplinary experts. In this paper, I argue that education research is needed that focuses on how people use science and engineering in social practices as part of collective efforts to transform cultural and economic production. Drawing on social practice theory, I argue that learning inheres in such activities, not only because people access and make use of science knowledge and develop repertoires for participating in science and engineering practices, but also because participation in such activities transforms the ways that people imagine themselves and expands their possibilities for action. Research can inform and support these efforts, both directly and indirectly, by giving an account of the conditions for science and engineering learning and by diagnosing inequities in access to science and engineering for addressing pressing human needs.

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Untitled

Cited by 46 publications

References 18 publications

Navigating the contested terrain of teacher education policy and practice: Introduction to the special issue

Navigating the contested terrain of teacher education policy and practice: Introduction to the special issue

Overrepresentation of Students from a Migrant Background in Special Education: Promoting Inclusive and Equitable Education

Studying science and engineering learning in practice

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