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Autor/in | Hill, K. Dara |
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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 |
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 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 |