Analyzing Poverty, Learning, and Teaching through a Critical Race Theory Lens

Autor/in	Milner, H. Richard, IV
Titel	Analyzing Poverty, Learning, and Teaching through a Critical Race Theory Lens
Quelle	In: Review of Research in Education, 37 (2013) 1, S.1-53 (53 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X12459720
Schlagwörter	Teaching Methods; Racial Bias; Poverty; Critical Theory; Race; Disadvantaged; Power Structure; Educational Policy; Educational Practices; Minority Group Students; Socioeconomic Background; Correlation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Racial discrimination; Rassismus; Armut; Kritische Theorie; Rasse; Abstammung; Politics of education; Bildungspolitik; Bildungspraxis; Sozioökonomische Lage; Korrelation
Abstract	In this article, the author explores poverty as an outside-of-school factor and its influence on the inside-of-school experiences and outcome of students. He considers the interconnected space of learning, instructional practices, and poverty. In particular, he uses critical race theory as an analytic tool to unpack, shed light on, problematize, disrupt, and analyze how systems of oppression, marginalization, racism, inequity, hegemony, and discrimination are pervasively present and ingrained in the fabric of policies, practices, institutions, and systems in education that have important bearings on students--all students--even though most of the studies reviewed did not address race in this way. He analyzes the interrelationship between race and poverty. His point in using race as an analytic site is not to suggest that people are in poverty because of their race but to demonstrate how race can be a salient factor in how people experience and inhabit the world and consequently education. His point is that those in education and who care about it should work to eradicate poverty for all students, not just students of color. However, they need to understand and question why a disproportionate number of students of color live in poverty and are from lower socioeconomic backgrounds. (Contains 5 tables, 5 figures and 14 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10