Literaturnachweis - Detailanzeige
| Autor/inn/en | Eubanks, Eugene; Parish, Ralph |
|---|---|
| Titel | Changing the Discourse in Schools. |
| Quelle | (1994), (35 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Access to Education; Educational Change; Elementary Secondary Education; Equal Education; Grouping (Instructional Purposes); Racial Discrimination; School Restructuring; Sex Discrimination; Social Stratification; Socioeconomic Status |
| Abstract | Efforts in the United States to provide a higher quality education for everyone regardless of race, class, and gender have had, at best, a very modest effect. This paper suggests that the effect of a change strategy depends on the discourse (how things are talked about when teachers solve problems, plan their work, create policy, and explain things to one another). Discourse I in schooling cultures is a discourse about how to do the present work of schools better. Discourse II is a discouse about how to create demystified schooling. Discourse I relates to conventional and traditional teaching and organizing of schools. Discourse II relates to creating a transformed school that is about learning-learning for everyone there: an organization whose purpose is to educate so the results no longer correlate with social class, race or gender. It is argued that traditional education is based on the cultural myth of the American Dream, which legitimizes stratification by race, class, and gender. The challenge is how to change the work of schools. This requires a fundamental change in the way schools are restructured, teachers developed, and leadership provided. New conditions and relationships must be created through substantive systemic change, which begins with a new and different discourse. (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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