Race, Class, and Cultural Reproduction: Critical Theories in Urban Education

Race, Class, and Cultural Reproduction: Critical Theories in Urban Education

In spite of decades of reform attempts urban education remains an intractable policy issue for educators. National and state level data continue to show disparities in educational achievement and attainment between students from affluent and poor urban communities. If past policies have not pro...

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第一著者: Walker, Elaine M.
フォーマット: Online
言語:eng
出版事項: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2003
オンライン･アクセス:https://redie.uabc.mx/index.php/redie/article/view/79
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要約:In spite of decades of reform attempts urban education remains an intractable policy issue for educators. National and state level data continue to show disparities in educational achievement and attainment between students from affluent and poor urban communities. If past policies have not proven to be effective in substantially improving urban educational systems the question is why? In this paper the argument is raised that urban educational policies lack sound epistemological grounding. Policies are divorced from an understanding of the “urban problematic”. Functionalist in orientation these policies have for the most part sought to “fix” urban schools by focusing on micro-ecological issues. In this paper three theoretical perspectives are explored for their potential contribution to inform research and policy on urban educational issues. The three perspectives are: 1) class theories 2) critical race theory and 3) cultural reproduction theories.

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