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ERIC Number: EJ865921
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 102
ISSN: ISSN-1066-5684
Aspiring Educators, Urban Teens, and Conflicting Perspectives on the Social Contract
Seider, Scott; Huguley, James P.
Equity & Excellence in Education, v42 n3 p294-312 2009
Watts, Williams, and Jagers (2003) define critical consciousness as an awareness of existing social inequities and their history, including the processes and outcomes of oppression. Many scholars and reformers are asking secondary-level educators to deepen the critical consciousness of their teenage students by teaching them about ways in which race, class, and gender systematically influence Americans' access to economic and educational opportunity. However, the widening demographic gap between teachers and students in urban secondary schools and associated differences in their beliefs about America's opportunity structure can pose serious challenges for teachers who are committed to critical consciousness education. In this article, we suggest that teacher preparation programs must offer aspiring urban teachers not only a sociological and historical perspective on inequality but also a developmental perspective on how people's beliefs about inequality evolve and are influenced by their social positioning. We also offer specific recommendations for human development content that may be useful in this endeavor. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A