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ERIC Number: EJ1004560
Record Type: Journal
Publication Date: 2013-Mar
Pages: 53
Abstractor: ERIC
Reference Count: 159
ISBN: N/A
ISSN: ISSN-0091-732X
Analyzing Poverty, Learning, and Teaching through a Critical Race Theory Lens
Milner, H. Richard, IV
Review of Research in Education, v37 n1 p1-53 Mar 2013
In this article, the author explores poverty as an outside-of-school factor and its influence on the inside-of-school experiences and outcome of students. He considers the interconnected space of learning, instructional practices, and poverty. In particular, he uses critical race theory as an analytic tool to unpack, shed light on, problematize, disrupt, and analyze how systems of oppression, marginalization, racism, inequity, hegemony, and discrimination are pervasively present and ingrained in the fabric of policies, practices, institutions, and systems in education that have important bearings on students--all students--even though most of the studies reviewed did not address race in this way. He analyzes the interrelationship between race and poverty. His point in using race as an analytic site is not to suggest that people are in poverty because of their race but to demonstrate how race can be a salient factor in how people experience and inhabit the world and consequently education. His point is that those in education and who care about it should work to eradicate poverty for all students, not just students of color. However, they need to understand and question why a disproportionate number of students of color live in poverty and are from lower socioeconomic backgrounds. (Contains 5 tables, 5 figures and 14 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A