Overcoming Barriers: De-Tracking to Teach for Social Justice

Autor/in	White, Stephanie J.
Titel	Overcoming Barriers: De-Tracking to Teach for Social Justice
Quelle	In: Middle Grades Review, 7 (2021) 3, Artikel 3 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-4690
Schlagwörter	Social Justice; Track System (Education); African American Students; Hispanic American Students; Barriers; Academic Achievement; Outcomes of Education; Educational Change; Equal Education; Program Effectiveness; Mathematics Instruction; Racial Bias; Mathematics Education; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Leistungsgruppe; Leistungsdifferenzierung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schulleistung; Lernleistung; Schulerfolg; Bildungsreform; Mathematics lessons; Mathematikunterricht; Racial discrimination; Rassismus; Mathematische Bildung; Unterrichtserfolg
Abstract	How do we overcome tracking in mathematics to actualize the goals of teaching for social justice? Tracking is a racist educational structure that puts limits on the effectiveness of teaching for social justice. This essay presents arguments for de-tracking with explanation of how tracking negatively impacts Black and Latinx students. Readers will learn about schools and districts that have de-tracked students juxtaposed with the barriers that keep most schools from dismantling tracking. This essay calls upon schools and researchers to further investigate locally why schools do not work through these barriers to spark action and eliminate tracking. (As Provided).
Anmerkungen	University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01