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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Autor Principal: Walker, Elaine M.
Formato: Online
Idioma:eng
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2003
Acceso en liña:https://redie.uabc.mx/index.php/redie/article/view/79
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spelling redie-article-792017-04-19T01:08:08Z Race, Class, and Cultural Reproduction: Critical Theories in Urban Education Raza, clase y reproducción cultural: Teorías críticas en educación urbana Walker, Elaine M. Critical theory urban education critical race theory. Teoría crítica educación urbana teoría crítica de la raza. 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. A pesar los intentos de reformas educativas en Estados Unidos por décadas, la educación urbana continúa siendo un punto de discusión política sin solución para los educadores. Los datos a nivel nacional y estatal aún muestran disparidades en el aprovechamiento y el logro académico en estudiantes de comunidades urbanas pobres y de mucha afluencia (sobrepobladas). Si las políticas pasadas no han demostrado ser efectivas en mejorar sustancialmente los sistemas educativos urbanos, la pregunta es ¿por qué? En este artículo el argumento es que las carencias de las políticas educativas urbanas tienen su origen en su fundamentación epistemológica. Las políticas están divorciadas del entendimiento de la “problemática urbana”. En dirección de estas políticas, los funcionalistas han buscado, en gran parte, “arreglar” las escuelas urbanas con un enfoque en puntos de discusión microecológicos. En este artículo se exploran tres perspectivas teóricas en cuanto a su contribución potencial para proporcionar información a la investigación y a las políticas de la educación urbana. Estas tres perspectivas son: 1) teorías de clase, 2) teoría crítica de la raza y 3) teorías de la reproducción cultural. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2003-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/79 Revista Electrónica de Investigación Educativa; Vol. 5 No. 2 (2003) Revista Electrónica de Investigación Educativa; Vol. 5 Núm. 2 (2003) 1607-4041 eng https://redie.uabc.mx/index.php/redie/article/view/79/1213 https://redie.uabc.mx/index.php/redie/article/view/79/140 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
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language eng
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author Walker, Elaine M.
spellingShingle Walker, Elaine M.
Race, Class, and Cultural Reproduction: Critical Theories in Urban Education
author_facet Walker, Elaine M.
author_sort Walker, Elaine M.
title Race, Class, and Cultural Reproduction: Critical Theories in Urban Education
title_short Race, Class, and Cultural Reproduction: Critical Theories in Urban Education
title_full Race, Class, and Cultural Reproduction: Critical Theories in Urban Education
title_fullStr Race, Class, and Cultural Reproduction: Critical Theories in Urban Education
title_full_unstemmed Race, Class, and Cultural Reproduction: Critical Theories in Urban Education
title_sort race, class, and cultural reproduction: critical theories in urban education
description 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.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2003
url https://redie.uabc.mx/index.php/redie/article/view/79
_version_ 1715723502990917632

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