ERIC Number: EJ786818
Record Type: Journal
Publication Date: 2008-Mar
Reference Count: 0
Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms
Chapman, Thandeka K.
Urban Review: Issues and Ideas in Public Education, v40 n1 p42-63 Mar 2008
The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms. Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current conversations on successful reform implementation.
Descriptors: Multicultural Education, Academic Achievement, Achievement Gains, Educational Policy, Policy Analysis, School Desegregation, Desegregation Litigation, Compliance (Legal), Critical Theory, Teacher Attitudes, Curriculum Research, Curriculum Development, School Districts, Urban Education, Student Diversity
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A