ERIC Number: EJ772417
Record Type: Journal
Publication Date: 2007
Reference Count: N/A
Urban School Achievement Gap as a Metaphor to Conceal U.S. Apartheid Education
Cross, Beverly E.
Theory Into Practice, v46 n3 p247-255 2007
This article uses the metaphor of the achievement gap to make transparent, discuss, and critique the analytical frame/lens used in the articles to analyze urban education. Doing such an analysis is essential to producing an additional lens that has utility in theory and practice. It facilitates a historical analysis of urban education and leads to creating an argument for the new frame in advancing future work in urban education. This will not represent a response to the articles in the issue, but will advance possible alternative analytical frames, scholarly possibilities, and practical approaches to a new generation of urban educators (scholars, school educators, youth, and community members) who utilize the multiple voices, axes of analyses, and perspectives as a tool of urban education thinking, practice, and improvement.
Descriptors: Figurative Language, Urban Schools, Racial Segregation, Academic Achievement, Urban Education, Social Bias, Racial Bias, Racial Discrimination, Equal Education, Educational History, Consciousness Raising, Attitude Change, Low Achievement, Social Influences
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United States