A Historical Analysis of Desegregation and Racism in a Racially Polarized Region: Implications for the Historical Construct, a Diversity Problem, and Transforming Teacher Education toward Culturally Relevant Pedagogy

Autor/in	Hill, K. Dara
Titel	A Historical Analysis of Desegregation and Racism in a Racially Polarized Region: Implications for the Historical Construct, a Diversity Problem, and Transforming Teacher Education toward Culturally Relevant Pedagogy
Quelle	In: Urban Education, 44 (2009) 1, S.106-139 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085907311841
Schlagwörter	Urban Schools; Suburban Schools; Racial Bias; School Desegregation; Social Class; Racial Segregation; Culturally Relevant Education; Preservice Teacher Education; Local History; Racial Attitudes; Context Effect; Middle Schools; Student Diversity; Community Attitudes; Michigan + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Racial discrimination; Rassismus; Integrative Schule; Social classes; Soziale Klasse; Rassentrennung; Lehramtsstudiengang; Lehrerausbildung; Ortsgeschichte; Rassenfrage; Middle school; Mittelschule; Mittelstufenschule
Abstract	This study chronicles the historical divisions of race and class between Detroit and its suburban neighbor as an explanation for current tensions in the communities and schools. This analysis poses implications for educational apartheid and stark disparities between urban and suburban boundaries and consequent discomfort among practitioners when urban children enroll in suburban schools. Ultimately, changing demography in historically affluent suburbs presents an argument for culturally responsive teacher preparation. (Contains 1 table and 1 note.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10